DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1915, NO. 42 



ADVANCEMENT OF THE TEACHER 
WITH THE CLASS 



By JAMES MAHONEY 

SPECIAL COLLABORATOR, BUREAU OF EDUCATION 

HEAD OF ENGLISH DEPARTMENT 

SOUTH BOSTON HIGH SCHOOL 




WASHINGTON v 
GOVERNMENT PRINTING OFFICE 
1916 



»Wp£ 



i 



DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1915, NO. 42 



ADVANCEMENT OF THE TEACHER 
WITH THE CLASS 



By JAMES MAHONEY 

SPECIAL COLLABORATOR. BUREAU OF EDUCATION 

HEAD OF ENGLISH DEPARTMENT 

SOUTH BOSTON HIGH SCHOOL 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1916 



:> 



^ 



v\» 



ADDITIONAL COPIES 

OF THIS PUBLICATION MAY BE PROCURED FROM 

THE SUPERINTENDENT OF DOCUMENTS 

GOVERNMENT PRINTING OFFICE 

WASHINGTON, D. C. 

AT 

10 CENTS PER COPY 



D. of D- 
MAY 17 1916 



CONTENTS. 



Page. 

Letter of transmittal. . „ , 5 

The questions involved 7 

Reasoning from a theoretical standpoint 8 

Grades and cycles of advancement noted in replies to questionnaire 10 

Opinions of superintendents as to merits of plan 11 

Opinions of teachers 31 

Advancement of teacher in foreign schools 56 

Summary of arguments for and against the plan 72 

Addenda 76 

3 



1 









LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 
Washington, September 11, 1915. 
Sir: Shall teachers in city graded schools be advanced from grade 
to grade with their pupils through a series of two, three, four, or more 
years, so that they may come to know the children they teach and be 
able to build the work of the latter years on that of the earlier years, 
or shall teachers be required to remain year after year in the same 
grade while the children, promoted from grade to grade, are taught 
by a different teacher each year? This I believe to be one of the 
most important questions of city school administration. In a large 
majority of the cities of this country the practice indicated in the 
second part of the question obtains, but it is not now, I believe, so 
nearly universal as it once was. I have summed up briefly what I 
believe to be some of the valid objections to this plan in my intro- 
duction to the Report of the Commissioner of Education for the year 
ending June 30, 1913, which I beg leave to quote here: 

Teachers and pupils should remain together longer, especially in the first years of 
school life. In most city schools a teacher in any of the first six or eight grades remains 
in the same grade from year to year while the stream of children flows by her. Under 
these conditions the teacher may become painfully familiar with the minute details 
of the course of study as made out for the particular grade, but she never becomes 
acquainted with the individual children of any group she teaches. At the beginning 
of the school year in the fall, or at the beginning of the second half year in midwinter, 
from 40 to 50 children promoted from the next lower grade come into the teacher's 
room to take the place of a like number who have been sent on to another teacher in 
next higher grade. The teacher knows nothing of the children, not even their names. 
Probably she has never seen any of them before. She knows nothing of their charac- 
ter, nor of their varying abilities in the different subjects of the course, and has only 
vague ideas of what they have been taught in the giades below and of what they are 
expected to learn in the grades above, for which her work is supposed to prepare them. 
Knowing nothing of the parentage of the children, she can not know what powers, 
capacities, tendencies, heredities, are to be expected and to be developed or restrained 
in any individual child. Knowing nothing of their past experiences in the home, in 
the field, in the shop, on the playground, and in association with kindred and friends, 
she does not know how to use the results of these vital experiences as the raw material 
of the lessons to be learned in school. Knowing nothing of their present home life, 
their occupations and interests, and their relations to their parents, she is unable to 
bring about that close cooperation between school and home and the unity of school 
and home interests without which the work of the school can not be made to take 
hold as it should on the lives of the children. Having very little definite knowledge 

5 



6 LETTER OF TRANSMITTAL. 

of the details of the work which the children have done in the lower grades, she is 
unable to use the knowledge gained in these grades as the basis of the new lessons, to 
interpret the new in terms of the old, and to dovetail the one into the other in such a 
wayaa to make the work of the year an intelligent development and continuation of that 
oi previous years. Having never conducted a class through any of the grades higher 
than the one in winch she teaches, she has little conception of the relation of the work 
of this grade to the higher grades, and is theiefore unable to select out of the mass of 
facts and principles with which she deals those on which emphasis should be placed 
as a preparation for future work. With no knowledge of the inner life of the children, 
of their ideals, hopes, purposes, and dreams of the future, she is unable to make the 
lessons of the school take hold on these, modifying them and being enriched by them, 
as must be the case before the school, its lessons, and its discipline can be made to 
project themselves into the future and take hold on life as they should, and as they 
must, before they can become fruitful in life and character and deeds. In all city 
schools, teachers of the first four or five grades should be promoted from year to year 
with their classes. 

To this plan two objections are frequently raised: (1) That the teacher may be 
inefficient, and that no group of children should be condemned to the care and instruc- 
tion of an inefficient teacher through a series of years; (2) that the full influence of the 
personality of any one teacher has been exhausted by the end of a year, and children 
should therefore come in contact with a new personality each year. The answer to 
both objections is easy and evident. The inefficient teacher should be eliminated. 
The man or woman who is unable to teach a group of children through more than one 
year should not be permitted to waste their money, time, and opportunity through a 
single year. A personality which a child between the ages of 6 and 12 may exhaust 
in a year must be very shallow. What the child of this age needs is not an ever- 
changing personality, but a guide along the pathway of knowledge to the high road 
of life. 

For the purpose of calling the attention of teachers and school 
officers to the subject, and that they may have in brief compass at least 
a partial summary of the practice of the schools of this and other 
countries, and of the opinions of some of those who have tried the 
two plans, Mr. James Mahoney, head of the English department in 
the South Boston High School, Boston, Mass., and a special collabor- 
ator in this bureau, has, at my request, prepared the manuscript 
transmitted herewith for publication as a bulletin of the Bureau of 
Education. It is my purpose to have other studies of this subject 
made and to do whatever I can to have that which I consider the 
better plan given sufficient trial to prove its merits. 

Respectfully submitted. 

P. P. Claxton, 

Commissioner. 

The Secretary of the Interior. 



ADVANCEMENT OF THE TEACHER WITH THE CLASS: 

POSSIBILITIES AND LIMITATIONS OF THE PLAN. 



THE QUESTIONS INVOLVED. 

Who has ever known a child, either bright or backward, to be 
indifferent to the question: Who is to be the teacher next term? 
Who has ever known a parent, however careless, to be quite uncon- 
cerned about the same question ? Why, then, are not school admin- 
istrators interested in that question ? Why do they not give practical 
attention to it (a) by systematic study of the proper assignment of 
teachers, or (b) by thoroughgoing consideration of the problem of con- 
tinuance of teachers with given sets of pupils ? 

The answer must be that they are, in general, interested; but that 
conditions, especially in the larger cities, make proper adjustment 
of teachers and classes extremely difficult. Furthermore, the scien- 
tific study of school problems of any sort is but in its infancy. 

It would seem, too, on the face of it, as if not alone the rapid growth 
of American cities, but also, perhaps, an unfortunate application of 
the doctrine of efficiency, has led to mechanical, unprogressive, as- 
signment of teachers. The result is that a teacher, once assigned 
to a grade (or, as often happens, to a half grade) , whether originally 
from the standpoint of efficiency or not, remains commonly fixed in 
that grade, on the ground that she knows the work better than any 
other work, and can therefore do it better. In other words, it would 
appear that the doctrine of efficiency through specialization is 
counted on to produce best results. One may indeed admit that 
this is a sound proposition in the abstract, but the question is prac- 
tical, and one needs to know within what limits the doctrine is appli- 
cable; and what, if any, are the correlative principles which should 
receive conjoint application. It is certainly an open question 
whether the doctrine of efficiency through specialization has not 
received too narrow an interpretation, on the false assumption of 
analogy between retention of teachers in grade in the public schools 
and the subdivision of labor in factories, with its restriction of 
process and uniform repetition of limited movement. But whether 
the analogy between school and factory be close or remote, it is 

7 



8 ADVANCEMENT OF THE TEACHER WITH THE CLASS. 

essentia] to determine how narrow or how wide the specialization 
ought to be; and neither custom nor convenience should be allowed 
to dirt ate the final answer. 

How long ought a teacher to remain in charge of any given set of 
pupils | Another question must precede this in order of time: Why 
should a teacher be assigned to a particular grade ? To this question 
several answers are possible: 

(a) She has had special training for that grade. 

(b) She is by nature adapted to that grade. 

(c) She has had experience in that grade. 

((/) She has already taught that set of pupils, and obtained good 
results. 

(e) She was available at the time of the assignment. 

Granting the validity of any, of several, or of all of the above 
reasons for the assignment; and granting, too, a fair measure of 
success after a proper period of probation, does it necessarily follow 
that a wider range of teaching would not conduce to greater benefit, 
both for teacher and student? While experienced principals and 
teachers afrirm that the question which is apt to be most urgent is 
not, what qualifications should the teacher of a certain grade possess; 
but, what teachers are available; yet, in general, with a corps of 
teachers already formed, it is businesslike to inquire how that corps 
can be employed so as to produce best results; to what grades or 
classes the individual teachers should be assigned; whether there 
should be a system, or a policy, regarding retention or advancement, 
or whether every case should be settled according to the presumed 
needs of the occasion as determined at the time by the person in 
charge. 

REASONING FROM A THEORETICAL STANDPOINT. 

On general grounds, in accordance with the principles of pedagogy 
and psychology, the argument is strong for the advancement of the 
teacher with her pupils for a considerable period of time. The per- 
sonality of the teacher is the vitalizing force in education, and it is 
productive in individuals (a) according to native endowment, (b) ac- 
cording to personal training and attainment in knowledge, sympathy, 
and skill. WTien a wholesome, productive personality has once begun 
to stimulate into new life and power the growing, conscious being of 
the child, its activity should be continued so long as it shows a nor- 
mal quickening influence. This is essential for conscious mental 
unity in the child, and for normal, uniform development. Mental 
motherhood is as much a fact as physical motherhood, as every 
teacher knows, and should be needlessly disturbed as little in the one 
case as in the other, at least until, under the stimulating influence, the 
inchoate personality of the child begins to unfold its independent 



REASONING FROM A THEORETICAL STANDPOINT. 



9 



powers. When this mental motherhood, with its resulting intimate 
acquaintance, is once productively established, it should not only 
occasion a saving of time, but many other advantages should result, 
to the city, State, and Nation through the teacher's more vital 
contact with the child and his home, and her consequent greater abil- 
ity to help him adjust himself to life. It should follow, also, that in- 
opportune change of personal influence, particularly in the earlier 
stages of self-realization, would lead to faults and distortions, mental, 
moral, and spiritual. 

Such is the pedagogic theory, but is there any considerable body of 
actual school experience which tends to substantiate this theory? 
Have any practical limits to its application been determined ? 

It was with a view to getting some definite answers to these ques- 
tions that the Bureau of Education sent, in April, 1913, to all super- 
intendents of the United States in cities and towns of 4, 000 population 
and over, the following questionnaire: 

1. Are teachers promoted from grade to grade with children, or do they remain in 
the same grade from year to year? 

2. If the teacher is promoted with the children, doea she follow them to the end of 
the grammer school, or does she stop at a lower grade? If at a lower grade, what grade? 

3. State briefly your reasons for the plan you use. 

4. If you have had experience with both methods (i. e., of promoting teachers with 
their pupils, and also of retaining teachers in grade), what is your opinion of their 
relative merits? 

Replies were received from 813 superintendents of schools, in 
cities large and small, in 46 States, giving facts with regard to this 
plan as tabulated below. 

Summary of replies to questionnaire as to advancement of teacher with class. 





"3 

© 

S 
'§ % 

Si 

© 

1 
& 


Actual practice in regard to 
advancement of teachers 
with classes. 


Personal attitude of superintendents toward 
plan. 


States. 


Are your teachers pro- 
moted from grade to 
grade with pupils? 


1 

ft 
>> 

i 


O 
,Q 
-1 


1 
ft 
© 
> 

1 

ft 

< 


© 
> 
o 

ft 
ft • 
c3 Q 
>J 

tuO 
PI 


| 

03 

a? 

B © 
© if 

1^ 

o 
O 


B o 
©^ 


Si 
fa 

EH w 


© 

id 

'-£ 
1 






< 




© 


1 


c3 
"o3 

O 


Alabama 


6 

3 

5 
23 

5 
25 

4 
14 

4 
56 
38 
19 
15 
15 

5 






1 


5 

3 

4 
14 

4 
23 

2 
10 

3 
42 
31 
13 
12 
12 

4 








1 
2 
2 
4 
1 
1 
....... 


4 


1 






Arizona 














1 


Arkansas 








1 






2 
6 

""i2* 
1 
3 
2 
31 
18 
8 
6 
3 


..... 

1 

2 

1 

2 

....... 

2 
3 
2 
3 
1 


1 

2 
...... 

....... 

1 
1 
1 




California 


1 




8 
1 
1 
1 
1 
1 
11 
2 
3 
...„. 


3 

1 
2 


l 
""Y 


6 


Colorado 


2 


Connecticut 


1 
1 


"Y 


7 


Florida 


1 


Georgia 


2 


2 


2 


Idaho 


1 


Illinois 


1 
3 


i 

2 
3 
2 

1 


1 

"Y 


6 
7 
3 
1 
1 


"Y 


5 
4 
3 
5 
3 
1 


10 


Indiana 


6 


Iowa 


1 


Kansas 




Kentucky 

Louisiana 


1 

2 


4 

1 



10 \n\ANVl MINT OF THE TEAOHBB WITH THE CLASS. 

Summary of repKa to questionnaire as to advancement of teacher with class, — Continued. 





C 
6 

c 

11 

u 
u 

a 
p 


Actual practice in regard to 

advancement of teachers 
with classes. 


Personal at t itude of super in t euden t S toward 
plan. 


Stat os. 


Are your toaehors pro- 
moted from grade to 
grade with pupils? 


I 

>. 



I 

«4 


1 

p. 

> 


a, 


> 



1 

CO 


1 

1 


O 


a 
-§| 




t/5 
ft J 

53 <u 

O.O 

■MB 


tuO 

■|i 

> 
5 






< 


>. 




§ 


3$ 




Maine 


13 
3 
7D 
41 
16 
3 
19 

8 

1 

8 

32 

57 

9 

4 

57 

9 

3 

99 

10 

5 

6 

6 

23 

4 

7 

12 

11 

7 

23 

3 








13 
3 

68 

32 
9 
3 

16 
4 
5 
1 
8 

22 

46 
1 
3 

47 
5 
2 

91 
9 
4 
6 
4 

17 
2 
5 
8 
8 
7 

17 
3 








2 


6 
3 
33 
14 
4 


1 


1 


4 


















Massachusetts 






2 

7 
6 


i 


2 
6 
2 




15 
1 
4 

1 
2 

1 


2 

7 
4 




17 


Michigan 




1 

1 


12 


Minnesota 


2 






Missouri 






3 
1 
2 


...... 


3 
3 
2 


1 


6 
2 
3 
1 

4 

18 

26 

1 

1 

34 

3 

1 

43 

7 

2 

6 

1 

9 


2 
1 
1 


1 






1 
1 




Nebraska 




1 










New Hampshire 
















....... 

3 
2 
1 
1 
3 
....... 


2 


3 


3 
2 


"4 

3 


7 
5 
5 
1 
7 
2 
1 
4 
1 
1 




6 

8 
6 






4 


New York 




13 


5 












Y 

4 


2 


Ohio 

Oklahoma 


1 
1 


2 

1 




2 


1 
1 


7 

"i 

24 
1 
1 


10 
1 


Pennsylvania 


3 


1 




3 


1 


21 
2 


















2 






















....... 

1 


1 


1 

3 
1 

1 
2 
2 


...... 


3 
1 
1 
2 
2 
4 


"T 


1 
4 
2 
1 
3 
3 
2 
3 


1 

2 






Texas 


1 
1 


6 


Utah 




Vermont 


2 
4 
2 
3 
8 
2 




1 


Virginia 


1 


1 
1 


2 




2 


West Virginia 

Wisconsin 






2 




1 


3 


2 


5 




3 


2 

1 


2 
























Total 


813 


23 


29 


100 


651 


10 


88 


8 


129 


344 


62 


37 


145 







GRADES AND CYCLES OF ADVANCEMENT NOTED IN REPLIES TO 

QUESTIONNAIRE. 

Many of the superintendents do not answer with regard to the 
grades or cycles through which their teachers move, and the answers 
of many of those who do reply are very incomplete. 

Those who have not yet established an approximate system of ad- 
vancement or series of grades through which certain groups of teachers 
pass as through a cycle, and yet who have made some experiments 
along this line, give the following answers, some of which are quite 
indefinite: Four report that teachers retain their pupils for one 
year, with semiannual promotions; one reports the fourth year, 
with semiannual promotions; one, the fifth year, with semiannual 
promotions; three, the primary grades do not advance; one, "the 
lower grades"; six, two grades; two, three grades; two, two or 
three grades; one, grades 1 and 2; three, grades 1 to 3; four, grades 
1 to 4; one, grades 1 to 5; one, grades 2 to 5; one, grades 1 to 8; 



OPINIONS OF SUPERINTENDENTS. 11 

one, grades 5 to S; one, grades 6 to 8; three, grades 7 and 8; two, 
one to two years; one, one and one-half years; four, two years; 
one, one to three years. 

The reports of those who have established approximate cycles of 
advancement are also incomplete, and often mdeflnite. Three 
report one year, with semiannual promotions; two report two 
grades; two, grades 1 and 2; two, two years; one, 1 and 2 and 1 
to 3 years; one, 1 to 3 years; one, grades 4 to 8; one, grades 1 to 3 
and 4 to 7; one, two or three grades each up to eighth: two, grades 1 
to 3, 4 to 6, 7 and 8; one, grades 1 to 3, 4 and 5, 6 to 8; one, shift 
within three groups; one, grades 1 and 2, 3 and 4, 5 and 6, 7 and 8; 
one, grades 5a, 5b, 6a; one, grades 5b, 6a, 6b; one, grades 6a, 6b, 
7a; one, " cycles, primary to grammar''; one, "the 3-3-3-3 plan." 

OPINIONS OF SUPERINTENDENTS AS TO MERITS OF PLAN. 

Characteristic Statements. 

(a) Of superintendents who have tried only the static plan, and have not yet con- 
sidered any other: ''Simply old precedent habits"'; "adjustment to environ- 
ment"; '-matter of custom"; ''tradition"; "sicut erat in principio"; "never 
tried another plan" ; "I have really no good reason." 

(6) Of those who have apparently given some consideration to the matter, but have 
not tried the promotion plan, either because they believe that local conditions 
are unfavorable, or that sound educational reasoning is against the plan: "Pupils 
change residence too often " ; " not feasible " ; ; • would not work well in a small 
city"; "normal system prepares teachers to teach specific grade." 

(c) Of those who favor the plan but do not adopt it, believing that their teachers are 

not fitted for the promotion plan: "Teachers become absorbed in one year"; 
"teachers not fitted"; "few teachers can adapt themselves"; "too many new 
teachers each year"; "teachers are seldom ready and willing to change"; 
"teachers object to changing grade, as it means added labor"; "teachers would 
resign." 

(d) Of those who believe that salary list prevents trial of plan: "Salary list"; "our 

salary schedule makes it necessary for teachers to remain"; "our salaries being 
same for all grades removes incentive." 

(e) Of those who condemn promotion plan on theoretical grounds of efficiency (appar- 

ently without having made trial of plan) : ' ' Teacher becomes a specialist in 
one grade"; "grade specialists are desirable"; "better for pupils to meet 
different personalities" ; "certain personalities fit certain stages of child devel- 
opment"; "takes two or three years for teacher to get acquainted with work 
of one grade . ' ' 

(/) Of those who directly condemn plan of promotion without trial of it: "Fail to 
see advantage"; "have not had promotion plan, but they do better work to 
remain in grade": "impossible to promote — what would you do with teachers 
of highest grade"? "promotion of teachers after trial will prove collossal 
failure." 

(g) Of those who gave promotion plan some trial, but abandoned it: "Tried plan in 
a few cases, did not get results, returned to old plan." "A real good primary 
teacher often fails in fifth or sixth grade." 

(h) Of those who are considering the new plan, or experimenting with it: "I think 
promotion plan might be made to work"; "we are trying to work away from 
old plan " ; "prefer to let teachers stay through one year at least." 



12 LDVANCEMENT OF THE TBAOHEB with THE (MASS. 

Of those who favor both plans: "If the teacher is strong and has a good grasp on 

class promote her, otherwise not "; "when we can get, same pupils back, better 
to promote"; "when teachers are qualified, promotion plan is better"; "if 
teaehers are strong T prefer to promote them"; "within certain limits, favor 
promotion"; "depends on adaptability of teacher"; "works well with some 
teachers, others poorly." 
Of those who have given the promotion plan a trial and have the conviction that 
it is the better plan: "Latter plan is better"; "prefer to let teachers stay 
through one year at least, longer period would be better"; "promotion plan 
worked well, and whenever possible, pass teachers on with pupils"; "the 
plan oi promoting teachers through at least two or three grades is a good one — 
it shows up the poor teachers to good advantage"; "the teacher becomes 
attached to her pupils — knows them better"; "I consider two years very 
much better than one year, and I would not consider a six months' term for 
a minute"; "heartily indorse promotion; better coordination, less time lost"; 
"changing teachers wastes time"; "teachers can not say 'children not pre- 
pared '" ; " it is better for pupils not to change teachers often " ; " each teacher 
ought to stay with pupil two years, in order that by acquaintance she may 
help pupil"; "keeps teachers growing"; "keeps from falling into rut"; "is 
an inspiration to a teacher to say to her ' take these seventh grade pupils and 
fit them for high school " ; "it probably brings stronger teaching of the branches' ' ; 
"arouses teacher's methods and interests and enlarges her views"; "teacher 
must be familiar with work above her and below"; "the plan tends to hold 
children in school through a desire to go back to an old friend — the teacher's 
responsibility is multiplied by three." 

It is noteworthy that those who favor the plan of promoting 
teachers with pupils speak with the enthusiasm and varied expression 
of those engaged in any work of fruitful experiment; while those 
opposed give stereotyped answers. 

In a general way, the replies point to the need of more and wider 
training of teachers, with the consequent need of more normal schools 
and the need of proper tenure and adequate salaries, in order to se- 
cure the stability of the teaching force. These things are emphati- 
cally stated by many superintendents to be the essential prerequisites 
for success with the plan of advancing teachers with their pupils. 
Yet, even under present conditions, 152 superintendents, or about 
19 per cent of all, report that they have had favorable experience 
with the plan; and 90 per cent of these distinctly give approval. 
About 100 more are investigating the subject, and about two-thirds 
of these are inclined to the opinion that both plans can be maintained 
in the same school system. 

Fully half of the superintendents who replied to the questionnaire 
condemn the advancement system, though a very large majority of 
these admit they have had no experience with it. Yet a plan that 
has hitherto received but little use and less investigation, that com- 
mands the warm endorsement of such a large percentage of superin- 
tendents who have actually tried it, certainly deserves further study 
and experiment. 



OPINIONS OF SUPERINTENDENTS. 13 

It is here worth while to state again some of the questions that 
naturally arise from this problem in administration: 

Is the present method of retaining teachers in grade (or, at times, in half grades) 
conducive to an economic use of the teaching force? 

Does it tend to produce growth and ambition, or stagnation, in teachers? 

Does it afford the best opportunity for locating the strong and weak links in the 
teaching chain? 

Does it tend to produce a maximum of training, development, and guidance of the 
powers of pupils? 

Does it produce the greatest interest of teacher in the pupil? 

Does it afford the best means of correlating the school with the home and the com- 
munity, and to realize our national ideals? 

Would the plan of advancement of the teacher with class be more beneficial both 
for teacher and pupil? If so, in what ways? To what degree? Should the advance- 
ment include all the grades — lower, grammar, and high; or should it be limited to a 
few grades? Must the degree of advancement be entirely indeterminate, or is it 
possible to establish approximate cycles? Are there any data that would enable an 
administrator to reasonably forecast the appropriate grade movement, or cycle, of 
given types of teachers, e. g., teachers with specified training and experience? Is 
this subject matter by nature chaotic, or are there laws which may be determined? 
Who has already tried the experiment? Where? In a large or a small community? 
In a farming, mining, factory, or mercantile community? Is it wise to attempt the 
plan if the teachers are not normal-school graduates? Are there any kinds of pupils 
with whom the plan ought not to be tried, e. g., kindergarten, primary, or high school? 
Is this method consistent with departmental work? 

Inasmuch as many doubts were expressed in the answers of the 
superintendents, and the affirmative evidence was in many ways 
indefinite, it seemed best to send another questionnaire to the super- 
intendents who expressed most interest in the problems of grading 
and promotion, in order to secure some positive information upon 
which to base answers to even a few of these questions. Accordingly, 
a questionnaire was sent, November 7, 1914, to the 152 superin- 
tendents who had in 1913 manifested an interest in the plan of ad- 
vancement. The questions and answers are tabulated below, with 
a summary following the tables. The table is divided into three 
parts; to obtain complete answers for each city it is therefore neces- 
sary to refer to each of the parts in turn. Information for South 
Bend, for example, is found on pages 14, 18, and 21. 



14 



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%4 VinANi'l'MKM' OV TUK IT. UM1KK WTTir T1IK (MASS. 

Seventy-eight superintendents, representing 78 cities and (owns 
and 35 States, replied. These cities, (owns, and States are represent- 
ative both in size and geographical location: One, namely, Morgan- 
ton, X. (\. has loss than 5,000 inhabitants; thirty have from 5,000 
to 10,000 inhabitants: twenty have from 10,000 to 20,000 inhabit- 
ants: sixteen have from 20,000 to 50,000 inhabitants; eight have 
from 50,000 to 200,000 inhabitants; and three have over 200,000 — 
namely, Minneapolis, 801,000; San Francisco, 416,000; and New York 
City with its 5,000,000. 

The list of cities and towns well represents the country ethnolog- 
ically and industrially as well as geographically. The agricultural, 
mining, manufacturing, and mercantile interests, in all their varieties, 
will be found in the various States and districts herein included. 

Summary of Replies by Superintendents. 

Do you still use the plan? 

Of seventy-eight superintendents answering, sixteen said "no, " although almost all 
showed interest. One said, "No; we believe every grade should have a strong 
teacher. " One would think that an ideal reason for trying out this plan. Most of 
the others who said "no" express an intention to try the plan in the near future. 
Sixty-two, or nearly 80 per cent of all, said "yes. " 

In other words, 70 per cent of the superintendents had tried the plan with 10 per 
cent or more of their teachers; 54 per cent with 20 per cent or more; 45 per cent with 
25 per cent or more; 42 per cent with one- third of the teachers; 38 per cent with one- 
half or more of the teachers. This is a considerable body of evidence. 

What percentage of the teachers are promoted? 

Of fifty-seven who replied affirmatively, three said "one teacher"; eleven said "a 
few"; one, "not extensively"; two said "strong teachers"; one said "5 per cent"; six 
said "10 per cent"; three, "12 per cent to 15 per cent"; five said "20 per cent"; two 
said "25 per cent"; two, "33 £ per cent"; three, "50 per cent or 60 per cent"; three, 
"70 per cent or 75 per cent"; one, "80 per cent"; one, "90 per cent"; four, "all or 
nearly all"; one, "all intermediate"; one, "primary and grammar"; one, "all pri- 
mary"; one, "20 per cent of primary and all intermediate"; two, "all with semian- 
nual promotions"; three, in doubt. 

What percentage of teachers are kept stationary on the ground that they are not competent 
for promotion? 

A great variety of answers were given from "none for this reason " up to "90 per 
cent. " 

Through what grades do you commonly promote the teachers? 

Of forty-nine answers, three reported "primary"; one, "all primary and grammar"; 
fourteen, "primary and intermediate, namely, three reported 2-4; three, 1-5; three, 
1-3; three, 2-5; one, 2-6; one, 1-4." Three reported "all the intermediate"; one, "all 
intermediate and grammar"; five, "all the primary and intermediate"; four, "pri- 
mary, intermediate, and grammar, viz, two, 2-7; one, 1-7; one, 2-8. " Four reported 
' ' all the primary, intermediate, and grammar " ; three, ' ' the intermediate and grammar, 
viz, one, 4-8; one, 5-7; one, 6-8"; one, "primary, intermediate and grammar, viz, 
2-8"; two, "all grades"; three, "all for one year, at times one and one-half years"; 
five, "quite irregular for individual needs. " 

Through what cycles do you commonly promote the teacher? 



OPINIONS OF SUPEEINTENDENTS. 25 

Of the types of cycles given, eight are all primary ; two include all primary ' and 
intermediate; nineteen are partial primary and intermediate, viz: eight, 1-3; one, 1-4; 
one, 1-5; one, 2-3; one, 2-5; two, 3-4; one, 5-6; one, la-2b; one, l-2-3b; one, 2a-3b; 
one, 3a-4. Fourteen are partial intermediate, viz, one, 3-4; two, 3-5; two, 4-5; one, 
4a-5; five, 4-6; three, 5-6. Xine, all grammar; five, intermediate and grammar (par- 
tial), viz, one, 5-7; two, 6-7; three, 6-8; three, grammar and high, viz, one, 7-9; two, 
8-9; one, high, viz, 10-12. 

Does the better acquaintance of the teachers with their pupils result in a saving of school 
time? 

Of the forty-nine who replied to this question, forty-two, or 86 per cent, said "yes"; 
three, or 6 per cent, said "no '" ; four, or 8 per cent, are in doubt. 

How much time? 

Of the twenty who attempt to estimate, four say ; ' 5 per cent " ; four say ' ' 10 per cent " ; 
one says "12 J per cent"; one says " 20 per cent "; three say "25 per cent"; one says "331 
per cent the first month*'; one says "two weeks''; one says ''2 to 6 weeks"; one says 
"one month to six weeks''; one says "'one-half year"; one says " one-half year in two 
or three years"; one says "one- third of pupils save one-half year"; one says "varies 
with grade and subject"; and another replies "not so much as I had expected. " It 
is clear that the system has not been in operation long enough for superintendents to 
give an accurate estimate, but the verdict is distinct that the plan saves time. 

Does it enable the teacher to keep in closer touch with the home? 

Of the forty-nine who reply, forty, i. e., 82 per cent, say "yes"; five say "no"; 
three are in doubt; and one says "depends on the teacher. " 

Are you better able to estimate the vocational aptitudes of the individual pupils? 

Thirty-six of the forty -four replies, i. e., 82 per cent, say "yes"; four say "no; " and 
four are in doubt. 

Does the teacher get a stronger grasp of the practical work of a given grade? 

The forty-nine replies are almost unanimously "yes. " 

Does she assign lessons and mark more fairly? 

Forty-seven replies, forty-five affirmative. 

Does she understand the pupils better, have more sympathy and patience, and strive 
harder to will their affections? 

There are no negative replies to this question; of the forty-eight answers, forty are 
affirmative; eight express some doubt or need of more investigation. 

Does the better knowledge of the results of her own work increase the professional zeal of 
the teacher? 

Forty replies; thirty -six, "yes"; one, "no"; three, "in doubt. " 

Does it enable her to see herr own shortcomings more clearly and to strive to correct them? 

Of the forty-two who answer, thirty-seven say "yes " ; two say "no " ; three "are not 
sure." 

Does it make it easier to locate more accurately the blame for poor teaching? Does it 
lead to less friction? 

Thirty-seven say it is easier to locate blame; two say it is not, and one is in doubt. 
Thirty-seven say that the plan leads to less friction among teachers; five say that it 
does not, one of these saying "we have no friction"; another, "change produces 
friction"; and a third "more friction. " 

How long does it take a normal graduate to adjust herself to this plan? 

Two say "at once " ; one says ' ' best teachers at once " ; four say that it takes but a short 
time; seven say that it takes about one year; four that it takes two years; one, says two 
to five years ; one says ' ' after first year all favor it." ther expressions used : ' ' Older ones 
object"; "object at first, but improve always " ; "takes normal graduates longer"; 

1 "Intermediate grades," as used here, are 2-6. 



k Jo apyawi \n \r OF THE TEAOHBB WITH THE CLASS, 

"not longer than the usual plan"; "varies with teacher." six superintendents are 
iu doubt as to how Long ii requires. 

In the ease qf good teachera t does U raise the rate- of the attendance of pupils? 

Forty-five replies. Thirty-two Bay "yes"; six say "no"; seven in doubt. 

Does it lead to greater unity in the knowledge of pupils? 

Thirty-nine answers received. Thirty-six said "yes"; three are not certain. 

Does ft lead to greater power to apply what they have learned? 

Forty-one make reply. Thirty-three say "yes"; eight are in doubt. 

Greater power to apply what (hey have learned to new lessons? To problems out of school? 

In regard to greater power to solve new school lessons, forty-five say it gives such 
power; there are no negative replies, though two are in doubt with regard to greater 
ability to solve out-of-sehool problems; thirty-four declare it gives such ability; two 
say that it does not, and one is in doubt. 

Does it enable the teacJier to train the pupils better in self-control and help to produce 
better character? 

Forty-one replies. Thirty-nine say "yes"; one says "no"; one in doubt. 

Many superintendents were so interested in the question that they 
not only answered the questionnaire, but also wrote additional notes. 
These are extensively quoted in the following pages: 

Additional Notes from Superintendents in Regard to Advancement of 
Teacher with Class. 

Paragould, Ark., L. B. Ray, superintendent. — The plan of promoting teachers with 
pupils has one objection that is prominent — that is, when friction is aroused between 
teacher and patron it grows with the successive years that the pupils remain 
under the same teacher. Weak classes can be carried through a grade by having the 
teacher promoted with them. The teacher knows where to start, what to do, and how 
to help the individual pupils, whereas a new teacher has all this to learn and con- 
sequently could not take a large per cent of a weak class through a grade. 

San Bernardino, Cal., F. W. Conrad, superintendent. — Most teachers prefer to keep 
the grade they are in. 

San Francisco, Cal., T. L. Heaton, deputy superintendent. — It has not been our 
uniform custom to promote teachers with grades. It has occasionally been done below 
the sixth grade and always with good results. We have a large number of grammar 
schools which have been departmentalized in the seventh and eighth grades. It is 
our rule in these schools to have about half of the day with their class teacher and the 
remainder of the time with three other teachers. A group of four teachers and classes 
form the unit of departmentalizing. If a school has a dozen classes in seventh and 
eighth grade work it would have three such units. Each of the four teachers becomes 
a specialist in one subject and teaches it to the four classes. Other than these four, 
subjects are taught by the class teacher. She remains class teacher through the entire 
two years. When she graduates a class from the high eighth the next term she takes a 
low seventh class and in two years graduates it. This gives the teacher a strong moral 
and personal hold upon the children. We find the teacher's influence is not in any 
way weakened and the children get the benefit of special training. It also prepares 
children better to enter high school where they must study under a number of dif- 
ferent teachers. In our intermediate schools a similar plan is followed. 

Oakland, Cal., A. C. Barker, superintendent. — There are no actual means of testing 
any of these matters, and I believe that there are two sides to these questions. In 
case a teacher is a valuable one, it is undoubtedly an excellent thing to continue her 
two years in a grade; on the other hand, it is obvious that, if a child happens to fall 



OPINIONS OF SUPERINTENDENTS. 27 

to the lot of a poor or mediocre teacher, he is placed at a serious disadvantage if he 
remains in her class two years. I am inclined to think that the benefits of rotation 
are, on the whole, better for teachers than for pupils, as it undoubtedly gives them a 
broader view of the course of study and of school matters in a general way. 

Berwyn, III., E. A. Wilson, superintendent. — Teachers should be changed at least 
every three years, but the power of superintendents is so limited and the tendency 
of teachers is so great to settle down to one job that it is suicidal to attempt it. By 
our system a superintendent can not do his best work. It must be handled care- 
fully. Am in favor of change for reasons above. 

Clinton, Ind., E. E. Oberholtzer, superintendent. — Result — broader scholarship, closer 
correlation, fewer failures, more sympathetic teachers. 

Columbus, Ind., T. F. Fitzgibbon, superintendent. — We use the plan often to help 
teachers find themselves, starting with young teachers in the first or second grade 
and moving them up every year, or two years at most, to the next grade till we have 
found the grade in which the teacher seems to fit well. We sometimes move a teacher 
from above down grade by grade for the same purpose. I think if the teachers of the 
first four grades could move in cycles from first to fourth and back again it would 
greatly strengthen the teacher and her work, but many of them object to the plan. 
I once had a teacher, a normal graduate, pass from second to seventh year, carrying 
with her practically all the pupils that entered with her in the second year. The 
work done for those children was by far the best I have ever seen. 

Gary, Ind., William A. Wirt, superintendent. — We began doing this work at Bluff ton, 
Ind., 1900, because, among other reasons we found that failures in first and second 
grades were forced to remain another year with a teacher who had failed to awaken 
them. By advancing a primary teacher to a second grade the primary teacher goes 
on with her successes and leaves her failures for the second grade teacher who becomes 
the first grade. Similarly the second grade's failures have a new teacher. 

All of the arguments for teachers continuing with the children with whom they 
are successful are supplemented by the argument that children should be relieved 
of the teacher who has failed with them regardless of her success with other children. 

Madison, Ind., Donald Du Shane, superintendent. — Our plan when fully in opera- 
tion provides for a IB teacher who does not advance. The 1A teachers advance to 4B 
grade. Beginning with 4B, five departmental teachers keep a given child for 2\ 
years. Then he is turned over to another group of five teachers who keep him for 2\ 
years or until he is ready for high school. The plan from 4B on has been in successful 
operation for three years. For the last year and a half we have been experimenting 
with the plan of advancing the primary teachers with the children for a 2 J-year cycle. 
You will notice that none of our cycles are over 2\ years. Beginning with the fourth 
grade the departmental teacher of arithmetic, for instance, as truly advances with a 
pupil as does the primary teacher. The total number of children in any depart- 
mental group is limited to 150 pupils and to 5 teachers. As a consequence every 
teacher knows every child well and is associated with him long enough to understand 
his difficulties. We are opposed to the plan of advancing teachers for a longer period 
than three years, because (a) many teachers can inspire little children who can not 
manage those of grammar age, etc. ; (6) because the time of office of most teachers is 
not long and the first cycle is experimental in some respects for the average teacher; 
(c) when a teacher resigns it is difficult for a new teacher to do effective work if the 
cycle is or has been too extensive. 

Cedar Falls, Iowa, B. Francis, superintendent. — A teacher who excels in a certain 
grade is more valuable when retained in that grade, but a difficult grade can often 
be handled better by transferring the teacher with these. We do not do this ordinarily. 

Fort Scott, Kans., H. D. Ramsey, superintendent.— We began this system, covering 
two grades, two years ago. Before that time we admitted beginning pupils twice a 



28 APVANri'.MIM OF THE TEACHER WITH THE CLASS. 

year, at the beginning oi the year, and at the close of Che first term in January, but 
two years ago wo changed our plan by admitting all pupih who would be eligible lot 
admission during the year at the beginning of the year only. l>v so doing each teacher 
kept her own pupils and was advanced to tho next grade with her class. 

We have found this plan satisfactory In every respect. The teachers are more in 
sympathy w Lth the teachers in grades above them and they have been able to discover 
wherein their work in the past has been weak. We favor the plan of admitting all 
pupils who are beginners at the first of the year and thus saving the formation of a now 
beginning class at the middle of the year. 

rfcm, A'//.. L. X. Taylor, superintendent. — Teachers should be cbanged from one 
intermediate grade to another often enough to give them a wide and full grasp of 
their duties as teachers and to keep them out of the ruts of self-satisfied habit, and to 
keep them on their mettle, but I find it objectionable to promote them regularly with 
their classes. More than that, I find advantages strongly favoring the semiannual 
promotion plan, each teacher having two classes doing work half-year apart. This is 
not consistent with the promotion of teachers with their pupils. 

Teachers become more flexible in the use of their powers when they change grades 
occasionally. But the occasional change of teachers as a child goes through the city 
school system seems to be the right of the child and to his advantage. 

Taunton, Mass., H. W. Earrub, superintendent. — We do not practice the advance- 
ment of teachers with their pupils. In some rooms we have done so, where conditions 
made that course most advantageous. The general practice would not be feasible. 
We regard the principle as a valuable one, and intend to use it where it can be applied 
to good advantage. 

Waliham, Mass., W. D. Parkinson, superintendent. — We have had no experience 
which justifies conclusions on the foregoing. In theory affirmations would be easy. 
But on the whole the question has many practical bearings and it reduces to the 
alternatives of exposing a child for a longer or a shorter period to the dominating in- 
fluence of an individual, and consequently of decreasing or increasing the number 
and variety of such personalities to which he shall be exposed. Personally, I believe 
that in a fairly permanent and well-selected teaching force it would be better to have 
pupils continue three years with the same teacher; but if teachers change often any- 
way, and are comparatively inexperienced, it is probable that there would be more 
loss than gain in continuing the inexperienced teacher with a class covering new 
ground instead of letting her pilot a new class over ground she had become somewhat 
familiar with. 

Kalamazoo, Mich., S. 0. Hartwell, superintendent. — We have done something of 
this sort occasionally, but have hardly carried it to the point of a plan. At present 
our emphasis in the lower grades is rather on the modified form of the Gary plan, 
which accomplishes the same results, so far as special teachers are concerned, but 
has not embodied this point regularly for the so-called regular teachers. 

The questions of the blank — at least, the later ones — are evidently framed from 
the point of good teachers. Now, I think we have our proportion of good teachers; 
but, like other places, we have at least a proportion of weak ones, and any plan of 
the kind must be made from that side also. Possibly the plan might bring a con- 
centrated attention on weakness and thus work toward elimination. 

Kearney, Nebr., Roy E. Cochran, superintendent. — This whole thing depends on 
the individual teacher. Ideal teachers are few. A change is advisable where the 
teacher lacks in some qualities advisable to give the pupils. I think longer than 
three years at any time is an error. 

Concord, N. H., L. J. Rundlett, superintendent. — We tried it a number of years 
ago, beginning with the first grade and extending through four years. The experi- 
ment was tried with, a class of retarded children, with the result that at the end of 



OPINIONS OF SUPERINTENDENTS. 29 

two years they were able to read any ordinary fourth reader and at the end of three 
years Cyr's Fifth Reader. I am considering trying the experiment again, and shall 
be glad to report at the end of that time. 

Bloomfield, N. J., George Morris, superintendent. — One of our chief reasons for 
using the plan is to locate teachers in the grade in which they can do the best work. 
For example, we study a third-grade teacher and think she would make a strong 
fourth-grade teacher. We have her go on with her class to the fourth grade, and 
in most cases find our judgment confirmed. Occasionally we feel that this same 
teacher would do well in departmental work, and only this year we have promoted 
one or two teachers to departmental work and feel pleased with the change. 

On the other hand, we frequently feel that a teacher would do better work in a 
lower grade, and experiment in that direction also. 

Eackensack. X. J.. William E. Stark, supervising principal. — We have semiannual 
promotions throughout our schools, and many teachers would like to limit their 
fields to a single hah year. We have, however, a definitely adopted policy of making 
a year the minimum period of consecutive work with a class for any teacher, except 
in unusual situations. I encourage our teachers to broaden the scope of their work 
still more, and occasionally a teacher goes on with her class for an additional half 
year or year. This practice, however, has been so rare that no generalizations can 
be based upon the matter. 

I feel that it would be an advantage to schools if more teachers were ready to 
broaden their range of work, and I hope to be able to use the results which you 
publish of experience elsewhere to convince the teachers that the proposed plan is 
practicable. 

Montclair, N. J.. D. C. Bliss, superintendent. — We do not make this plan the 
regular practice. Rather, it is the occasional plan to fit a peculiar condition or to 
secure special results. 

New York, N. Y, William H. Maxwell, superintendent. — I have urged principals 
wherever it was feasible to advance teachers with their pupils from grade to grade 
and then to return to a fixed point. A great many principals are doing this. I 
have not obtained definite statistics as to how many are doing it. In some cases 
we have two grades for the year. The cycle includes only one year. In other cases 
it includes three or four years, and never more than six. 

Newborn, X. C. H. B. Craven, superintendent. — In order to keep teachers out 
of a rut, I usually change them after teaching a grade for two years, but seldom 
change a primary teacher to the grammar school or grammar school to high school. 

Bismarck, X. Dak.. Charles C. Root, superintendent. — We have such frequent changes 
of teachers that the plan can hardly be used here. 

Kent, Ohio, H. L. Eby. — The greatest objection that I have to keeping the teacher 
stationary in the grade is the narrowing effect of the custom, both on the teacher 
directly and on the school indirectly. By that practice the teacher does not see 
enough of the process to be able to interpret it fully. By doing the same work from 
year to year the teacher does not acquire standards of value and comparison with 
which and through which to measure the work being done. A high degree of skill 
is acquired by limiting the program of the teacher to a single grade, or even a single 
subject, from term to term. But this custom makes the mistake of assuming the 
teaching process to be like the part a member of a baseball team plays and that 
the process of education is like that of a baseball game. All that is required of the 
individual teacher is to acquire a certain special skill within the limited program. 
The success of the plan is made to depend upon the degree of special skill each 
member of the teaching force can bring to the work. If the tools of learning could 
be controlled with the same precision with which a bat and ball are controlled in 
the hands of the player, and if the reaction of the pupil toward the subject matter 



80 ADVANCEMENT OF THE TEAOHBB with THE 01 ass. 

of the curriculum could be as definitely determined as tin* reactioi] of the ball player 
toward the tools of the game, then the plan of keeping the teacher stationary in the 
grade would have better reason for its existence. But children are not as easily 
controlled as the inert baseball, nor ean a boy's reaction toward the work of tho school 
be as easily determined as can his reaction toward the bat and ball in a game. The 
two skills are not comparable. 

Again . the ideal of the factory system of industry, with its minute division of labor, 
controls the schools Ear too much. But here, as in the case of the baseball game, 
industry is dealing with inert material. Nor do the parts of the curriculum bear 
the same exact relationship to each other as do the many simple parts of manufacture 
to the completed article. It is not to be desired that they should. I think it is 
quite generally agreed that while industry is making more and better articles, yet 
it is unmaking men. The loss of the educative value of industry to society resulting 
from the highly divided forms of labor threatens the very quality of labor and its 
product. The problem of labor and industry is, How can highly specialized skill 
in an uneducative process and the human factor on which the quality of the work 
so much depends be conserved together? A similar problem confronts educators. 
Personally. I deplore that the ideal of the factory system has so gripped our schools. 
It seems to me that your plan of promoting teachers with their pupils is the proper 
solution of this problem. 

Alliance, Ohio, B. F. Stanton, superintendent. — I have not followed the general 
practice of advancing teachers. Where I have done so, in some cases at least, the 
teacher has been unusually strong, and very satisfactory results have followed. 

Hamilton, Ohio, Darrell Joyce, superintendent. — We made some trial of promoting 
teachers with their pupils from grade to grade. 

While we found that the plan saved some time, we are not now following it, because 
we also found that at least one-half of the pupils would change within three or four 
years; that is, a teacher starting with 40 first-grade pupils could expect to have only 
20 of the same pupils by the time the fourth grade was reached. I believe, however, 
that it is not a bad plan if the teachers are efficient. 

Guthrie, Okla., F. D. Brooks, superintendent. — We promote teachers with pupils 
where we think it best. It is not a fixed part of the system that applies rigidly in any 
grades. We also transfer teachers sometimes from lower to higher and from higher to 
lower grades. When we send the teacher along with her pupils it is because we think 
she can handle that particular lot of pupils better than another teacher. A few times 
it has been especially for the teacher's good — she has discovered her weaknesses. 

Harrisburg, Pa., F. E. Downes, superintendent. — It has been our custom in Harris- 
burg, for 8 or 10 years at least, for teachers to hold their pupils two years before trans- 
ferring them to another teacher. Work is arranged in cycles as follows: Second and 
third years, fourth and fifth years, sixth and seventh years, and eighth and ninth years. 
Recently we have changed from a ninth-grade elementary to an eighth-grade plan, 
and just as soon as our ninth grade is eliminated we will also have semiannual promo- 
tion. It is our purpose under the new plan to have each teacher, so far as possible, hold 
her pupils through four half years, or two full years, as at the present time. Of course 
it will not always be possible to do this. However, when not done, it will be the 
exception; the rule will be to do it. Our teachers, generally, prefer this method — 
in fact they have gotten to the point of objecting when they are required to be respon- 
sible to the next grade teacher if allowed to hold a class only one year. 

Logan, Utah, A. Molyneux, superintendent. — The first grade, I believe, partakes too 
much of specialization to warrant the change of teachers. The sixth, seventh, and 
eighth grades are segregated from the lower grades. In these grades we do depart- 
mental work. This prevents the adoption of this plan above the fifth grade. 

We have experienced much difficulty in preserving class unity. This is due to new 
entries and to shifting or changing of residence in the community. 



opinions or TEACHEES. 31 

Richmond. Vc. W. M. Adams, principal . — We are trying out cycles of two entire 
years and will reach the la5t term in the cycle with the term ending June. 1915. 
I am well pleased with the results so far. 

dial] extend the experiment throughout the primary grades and ink flic rram- 

marrraie? z:A :ni T^rnar; 5nr:n year? v -r" : ^~^ 7 -'•:■*■;■?.—; 111". 

X-: :--..- ; . TT;,:.. E. 2d. E :■■ :.— "" ~e nave an : ssir.an: in a seventh 

g:a ie :nif year ~ h: has rn:vei al:nr ~l:h a'r.va: 11 : n::ls ir:n :he ::nrih rraie, 

'The:- are "■: ran lis in :his sever, ah _•;: . i-> She is s: nu:h raire ehV.rive as a :-e:. :her 

wi± :he 11 :han — i:h the saranrers aha: I h : t: e :•: plan reralaz pr:rn:h::as inahis s:ha:l 

- ahe a r~ :ea :hers in :hara :n: ivarah rraaes ~here r : ssil la 

I i;vt al— ;,-.-= :~i '."—■■ ~arai:alar na ahe sele:vi:n :: reaehers ::r rr:aa::i:n v-iah 
pur 11= ana have ihere::re n: re:::a :: any ialhires. I in :: ahe :rini:n aha: :nly 
re: :hers :: ar.alivy ::n aiyas: aheriselves :: ihis rim. F:r sar:ng eeaahers Z ana ::n- 
vin:ea. ai:er 11 years :: ezrararae:::. in:-.: i: is s. w internal aivvnaare :•: nil e:n:emea. 

_\-\: : 1 ~, ; 7T "";-■-. IT. .f;-. ;i.:'- v.:-: hi ::'-:.: — The rlan is in Inn^i i: ara- 
rhu as ye:. He have :■:•: many n:rmai-s:n:-:l zrainaies ~h: ~an: :: :n:ih5en: 
:: :hni rraies cniy. On: ■::' rare man 11 ! arrli:an:,s ::: gra ie i : •:::::• 71 — are ::: 
second or third. 

OPINIONS OF TEACHERS. 

As a number of the superintendents of schools ihirmshed the 

children responded to the plan. A tjoestioniiaire was accordingly 

sent to the teachers, and 97 replied. They represent 43 sihiols. in 

12 States, and IS cities. An exaniruat::n en the list shows that 

Table 2 :s presented in three parts. To obtain complete answers 

for anv one State, city, tr school, therefore, it is necessary to refer to 
each part nn turn. Thtis Tampa, Fla.. appears on nages 32. 3S ; 
and 44. 



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-IS ADVANCEMENT OF THE TEAOHEB WITH THE CLASS. 

SUnUS and cities from irhic/i replies Were received. 



Florida. 
Iowa 

Michigan. . 

Minnesota. . 

Montana 

Not Jersey. 

Now York.. 

North Carolin 

Oklahoma. 

Pennsylvania. 

Utah 

Virginia 



City or town. 



Tampa 

Cedar Falls. 
i Kalamazoo. 

\Sholby 

Minneapolis 
Bozemau... 

fBloomneld. 

iMontclalr. . 

Syracuse. . 

fMorganton. 

\Ne\vberu. . . 
JMcAlester.. 

\Tulsa 

JDuryea 

\Ilarrisburg. 

Logan 

/Portsmouth 
Utichmond. 



Number 

of 

teachers. 



Number 

of 
schools. 



SUMMARY OF TEACHERS REPLIES. 

Please give a brief account of your training and experience. Are you a graduate of a 
normal school or training school? Where? When? 

While twenty reply that they do not hold normal school diplomas, and fourteen 
make no answer in regard to this question, sixty-one, i. e., about 62 per cent of all, 
state that they have been graduated from normal schools or departments, although 
many of these received, apparently, their teacher training and normal diplomas in 
high schools; most of them have also taken summer courses in higher institutions, 
e. g., in State colleges. A few have attended Cornell, Wellesley, and Columbia. 

In class-room experience they range from one year to thirty; seven have had but 
one year of experience, and eleven have had more than twenty; fifty-four, or 56 per 
cent of all, have taught in the public schools from five to fifteen years. 

The average of all is eight years and eight months' class-room experience. 

It would thus appear that these teachers are above the average in intelligence and 
professional zeal. 

How long have you had experience with the system of advancing teachers with their pupils? 
Where? When? 

The average experience with the plan of promotion of teachers with pupils has been 
three years and eight months. Thirty-three have had only one year of experience 
with the plan, but it must be remembered that the first year with the plan is by far 
the most trying, and in which the teacher is apt to give an unfavorable opinion. 
Those who have had but one year of experience with this system teach in schools in 
which semiannual promotions are made, and in which the plan has been but one 
year in operation as a system. 

Through what grades or cycles at the present time? 

Fifty- two, i. e., 54 per cent have had experience with but two half grades; twenty- 
two, i. e., 23 per cent, with two whole grades; seven, or 7 per cent, with three entire 
grades; five, or 5 per cent, with four whole grades; the others scattered. It must be 
presumed that throughout the United States there are very many other cases of 
promotion through at least two half grades. The absurdity of too frequent change of 
teachers is indeed near when such is not the case. In rural schools it is of courso the 
rule for the same teacher to continue through all the grades of work with the same 
pupils. (The city is the creator of school machinery.) 

When you became used to the system, did it make the school work harder or easier? 

Three make no reply; one says, "No harder" ; three reply that the plan does make 
the school work harder; one says, "Harder for the teacher, easier for the pupil"; 



OPINIONS OF TEACHERS. 49 



m 



another, "In some respects easier, others harder"; a third says, "It requires more 
preparation." Eighty-one, i. e., 84 per cent, declare that it makes the work easier; 
three state positively that it makes the work "much easier"; while two make qual- 
ified statements: "I think it will be easier on second round " ; and "more preparation, 
easier in class room." 
Did it save your time in the classroom? The pupils' time? 

With regard to saving of teacher's time in classroom, six did not reply; one expressed 
a doubt; eighty-six, or nearly 90 per cent, said "yes" and only three replied "no." 
Two were in doubt as to whether it caused a saving of time for the pupil. One said 
"a little"; eighty-six said "yes"; while seven did not reply. 
Does this plan save school time in other ways? 

Forty- two did not reply to this question ; two said " no " ; one expressed doubt; while 
fifty-one said "yes." In what ways? "In organizing and planning"; "in preparing 
and correcting work"; "in establishing routine"; "in preparation of lessons"; 
"in the manual work; " "in teaching pupils after school." How much time is saved 
altogether? Forty-six made reply; seven said they could not estimate; "very much," 
said one. Others estimated as follows: Ten minutes daily, ten minutes per subject, 
fifteen to thirty minutes a day, thirty to forty minutes a day, one-half hour daily, 
two hours a week, three to four weeks, about one month, six to eight weeks, one-half 
year, one-fourth of the time, one-third of the time, one-half of the time. 

But it is to be noted that the more experienced teachers, and especially those with 
larger cycles, make the higher estimates. 
Did the more intimate acquaintance with the pupils make it easier to visit their homes? 
Three do not answer; five say "no; too much work to visit homes"; "not necessa- 
rily," says another; "sometimes," says a third; "somewhat," another; "always easy," 
says an optimist; "easier but less necessary," another; "no difference," "yes, more 
time for it;" "much easier;" "yes, pupils beg it"; eighty-two say positively "yes." 
Did you find it easier thus to win the affections of the pupils? 

Five do not reply; three say "no"; "in most cases," one; "already won," another; 
"pupils here affectionate anyway," a third; eighty-five replied "yes." 
Did you find it easier to exercise discipline? 

Five do not answer ; one says ' ' possibly ' ' ; another, ' ' not always " ; " yes, if the teacher 
keeps her dignity," says a third; "yes" and "no," say two; "yes" say eighty-five, 
some of whom answer it very positively. 
In this way was your attention engaged rather with the subject or with the pupil? 
Six do not reply; seven say "both"; forty-six 6ay "subject"; and thirty-seven say 
"pupil." 

This question, necessarily somewhat inexplicit in the questionnaire, clearly puz- 
zled the teachers. Those who answer ' ' subject " seem to have had in mind the thought 
that discipline being minimized and the qualities of the children being better under- 
stood, more attention could be given to adapting the subject matter to the individual 
needs of the pupils. This is indicated by such expressions as "with the subject, as 
discipline is established"; "with subject for sake of pupils;" "the subject, as the 
pupil was used to my methods of teaching;" "knowing children's needs, could teach 
subject more effectively"; "if you know the pupil, attention is on the subject." 
There is thus more unanimity than would appear at first sight. It would appear, too, 
that those who answered "both" have substantially the same thought. 

Did this system make clearer the relative value of the work in each grade and make it 
easier to understand what points need special emphasis in each grade? 
Did you thus learn to appreciate better the difficulties of your fellow teachers? 
The replies to these three questions are almost unanimously in the affirmative and 
the more experienced teachers especially emphasize the "yes." 
1529°— 16 4 



50 ADVANCEMENT OF THE CEAOHEB WITH THE CLASS. 

Did you in this way find it possible to keep Systematic records of the individual traits of 
your pupils? 

{a) For vocational purposes.' 

Twenty-three do not answer; thirteen reply in the negative, but they explain that 
their pupils are too young to consider the subject of vocations (as if, indeed, the dispo- 
sition shown thus early would not bo valuable in the interpretation of personal quali- 
ties Later); sixty say that the method was useful to thern, even when written records 
wore not kept. 

(ft) For understanding and development of character? 

Fourteen do not reply and four say "no"; but seventy-eight, or 81 per cent, say 
'yes." Those who say "no" admit that it was simply a case of missing an oppor- 
tunity. 

(c) And, so, for a more scientific method of dealing with unruly pupils? 

Nineteen do not answer; three answer "no" and seventy-four, i. e., 77 per cent, of 
all write ' ' yes " ; of the three giving a negative reply, one says " it is possible to do this, 
but I have not tried it" ; the reply of another is, "I don't know" ; and only one gives 
a positive "no." 

Have ijou known teachers who have failed with the plan of advancement with pupils? 

Eleven say "yes"; sixty-seven say "no"; eighteen do not reply. 

How do you account for their failures? 

Among the reasons assigned for failure of teachers with this plan are these: "Natu- 
rally weak;" "poor discipline;" "lack of interest;" "not in sympathy with system;" 
"subject matter not fully in hand;" "too familiar with the pupils;" "lack of prepa- 
ration;" "positively out of their sphere;" "would have failed under any plan;" 
"teacher and pupil knew each other too well;" "out of tune with their pupils;" 
"advancement through too many grades;" "the better some teachers know their 
pupils the less capable they are of controlling them." 

Additional Remarks by Teachers Who Have Tried the Advancement Plan. 

Tampa, Fla., Fannie Cumming, teacher, Hyde Park School. — I like the system very 
much. Of course it is much harder for the inexperienced teacher and is a failure 
for the weak one. The actual teaching is easier, for knowing the needs of the child 
already 60 much time is saved. And to succeed we must know the individual child. 
It makes more work for the teacher outside the classroom, collecting new materials, 
for one can not use much of the previous year's collection. But it saves the teacher 
from getting into that deadly route, which is so easily and unknowingly done. One 
can be so much more enthusiastic when teaching new material. I like very much 
the home atmosphere it creates. The teacher knowing the children, the children 
knowing each other — just one large family all working for the good of all. The teacher 
knows what has been actually taught and the possibilites of the child. Knowing 
this, greater advancement is possible than when children have a different teacher 
every year. Sometimes I think it is harder than we think for little children to adjust 
themselves to school environment. Teachers are so different and hardly has a child 
become accustomed to one teacher before he is thrust on to the next. The responsi- 
bility is greater also. Think of being responsible for so many years of a child's life. 
It makes one take teaching more seriously. 

Tampa, Fla., Agnes Everett, teacher, Michigan Avenue School. — It affords me great 
pleasure in answering the questions you have presented to teachers who have been 
promoted with their grade. 

I have delayed making a reply, in order that I might see how the pupils who had 
been with me three and one-half years compared with other pupils who had been 
taught by a different teacher each. I waited to make this test because the pupils 
from the different schools were sent to the high school in February. All are going 
under the same conditions and taking up work with the same teachers. 



OPINIONS OF TEACHERS. 51 

I am delighted to tell you that they stand with the best in the class and in several 
instances ahead. 

• The teachers and superintendent state that it is one of the finest classes that has ever 
gone into the high school. 

For this method to be successful it is very necessary that the teacher be of a strong 
personal character, an original and enthusiastic teacher. She must be a firm, kind, 
but strong disciplinarian. She must have a disposition and character worthy of imi- 
tation, for her pupils adopt many of her ways and become molded into her ideas. 

She must be firm, for as the pupils grow older they understand her better and 
naturally feel that she should allow them more freedom on account of their long 
association. 

The only criticism I have to bring against the method is that the attachment between 
pupil and teacher, and teacher and pupil becomes so strong, that it makes the sepa- 
ration so very hard and it also makes it hard for the pupils to adapt themselves to the 
ways and methods of other teachers. 

Even though I see the weaknesses of the plan I most heartily approve of it (with 
good teachers). 

Tampa, Fla., Mrs. Neta Fleagle, teacher, Michigan Avenue School. — The method of 
promoting teacher with the class (as in my work, the primary) forces the teacher to 
study and become familiar with all phases of primary work; instead of knowing how to 
teach only first or third grade, she must know how to teach first, second, and third 
grades, and knowing this makes her broader and in all ways a better teacher. 

The teacher, knowing that she alone is responsible for what degree of proficiency 
the class may possess when entering intermediate work, will give her best always 
to her class, and the habit of blaming the poor work of a class to the teacher of the 
lower grade is eliminated to a certain degree. 

The list of promotions is large if the teacher has the class for more than one session. 
Where she would hesitate to send a pupil weak in some one subject to another teacher 
higher up for fear of criticism, or of having the child sent back to her, she would not 
hesitate to promote the child to her own grade, as she would think she could help 
him more than another, knowing him better. The work so far in Tampa has been a 
decided success. 

Tampa, Fla., Maude J. Earter, teacher, Michigan Avenue School. — I am frank in 
saying that I did not approve of it at all in the beginning, but I want, most of all, to be 
a growing teacher, so I tried honestly to do the best I could in advancing with my 
grade. I watched every point that came up both for and against, and without one 
bit of prejudice. I think now that if the teacher is strong enough to take a class through 
one grade she can do better work by keeping with the same pupils. In fact, now that I 
have tried it, I prefer it. 

Tampa, Fla., Ethel A. Morse, teacher, Michigan Avenue School. — My experience 
has been that in beginning the second year with the same class the pupils lost 
no time in learning the methods and requirements of the teacher, the teacher no 
time in learning the characteristics, idiosyncrasies, capacities, and deficiencies of the 
pupils. The work was a real continuation of that of the previous year, the teacher 
knowing exactly what review and drill were needed, and not wasting time on unnec- 
essary repetition. I find my familiarity with the textbooks used previously by 
pupils, as well as with their stock of knowledge very useful in presenting new matter. 
Moreover, if the teacher stands "in loco parentis, " is it not rather hard on the children 
to accept a new parent every year? 

Tampa, Fla., Daisy Smith, teacher, Michigan Avenue School. — My more thorough 
acquaintance with the children has made the work very pleasant. I think a teacher 
takes greater pride in a class that she is with for so long and that she also feels 



Da ADVANCEMENT OF THE IEAGHEB WITH THE CLASS. 

her responsibility more keenly and will therefore pu1 forth her best efforts and I most 
heartily approve of the hum hod. 

Kdkanoaoo, Mich.. Hemice A. Pern/, teacher, Lowell Street School. — 1 found that 
advancing with my pupils was very helpful for three years. Mien I decided that a 
change would be better for them and for me, too. We knew each other altogether too 

well. 

KalamatOO, Mich., Blanche C. Kilt:, teacher, Lair Street School. — The promotion of a 
teacher with her pupils is more satisfactory to me; first, in that it gives a wider range 
of material in which to work, hence a broader and fuller view; second, in that it enables 
the teacher to see the results of her expended efforts. 

Kalamazoo, Mich.. Edith A. Lent, teacher, North West Street School. — My experience, 
ii seems to me, is scarcely fair to this plan. My experience has been only when going 
on from one class to another with pupils, never in a school where the teacher continued 
with pupils for more than one year's work. 

However, when 1 have had pupils for more than one semester's work, I found that 
in knowing the child and in their knowing my methods, we saved much time and work. 
The time spent in organization, in discipline, to a great extent was eliminated. If a 
child is under a difficulty or is an unusual child, the teacher understands him and can 
deal with him understandingly and eliminate the waste of time and effort for both 
teacher and pupil. 

Shelby, Mich., Florence Wylie, teacher, Shelby Public Schools. — In our experience 
with the system of promoting teachers with pupils, the chief objection came from the 
teachers, who disliked to return to lower grade work after having taught a higher grade. 
It seems to me that this difficulty might be removed if the teaching force were a more 
permanent body. If teachers were employed for a cycle instead of for a single year, 
I think it would be a desirable system. 

Minneapolis, Minn., Jane S. Miller, teacher, Simmons School. — The teacher must 
grow and study to do this work so she can not get into the rut of doing the same thing 
over and over. 

Bozeman, Mont., Emma Sparling, teacher, Hawthorne School. — In order for a teacher 
to advance with pupils she must win their love and esteem. She can best do this 
by being one of them, not only in schoolroom but out on the playground. The teacher 
then can go on each year with the children and have no difficulty with discipline, if 
she still retains the respect and love of pupils. 

A teacher should have no difficulty with work of each new grade if she has had 
proper training and experience in work with all the grades. If not, she should be so 
interested in children as to go on with them and surmount the obstacles. 

I did not go on with my class last September as I felt they needed a change. I have 
realized every week since school began where I have made a big mistake. I hope to 
have them next year. 

Montclair, N. J., Alice E. Chandler, teacher, Hillside School. — Only twice have I 
moved ahead with my class. When I came here I taught third grade. After two 
years an extra teacher was needed in the fourth grade and I accepted the chance to 
move along. It was a joyous experience. 

Last year an unusually bright class came to my lot. I soon saw that a large majority 
of them could work ahead faster than an ordinary class. I talked the matter over 
with my principal and superintendent, and they approved of my trying to accomplish 
three years' work in two. Of course this possibility fired the ambition of the children 
and they started in this September as though work was the greatest joy of their lives. 
They understood me and my ways and much time was saved. 

I rather think that occasional promotion of teachers with pupils is a good idea, 
but I doubt whether I should care for it as a regular system. Many times I think that a 
child needs to begin all over again with somebody new. Moreover some teachers are 
much better adapted to one grade of work than another. 



OPINIONS OF TEACHERS. 53 

Montclair, N. J., Edna H. Jones, teacher, Watchung School. — Every pupil has saved 
one year and without exception they are doing well in the sixth and seventh grades, 
where they now are. There is some question as to whether their immaturity will 
prevent them from keeping up in eighth and ninth grade work though. 

Montclair, N. J., Alfreda M. Miller, teacher, Maple Avenue School. — I believe a 
teacher might advance too far with her class. For example, a teacher who is an excel- 
lent first-grade teacher and a natural first-grade teacher would, I believe, be in very 
much the wrong place if she were to continue going up much beyond the fourth grade. 

Some teachers seem made for primary work and some for grammar work; such 
teachers, I think, should be careful not to get out of their proper sphere. 

Montclair, N. J., B. H.Wetherby, teacher, Maple Avenue School. — It seems to me 
that in cases where a teacher is particularly fitted for first-grade work she would lose 
by advancing to the upper grades. The same would hold true of grammar-grade 
teachers who may not be in sympathy with the younger children. 

This system has been especially advantageous in our school as the majority of the 
children are foreign. To advance with them means a helpful acquaintance, for they 
are usually reticent and most individual. It is, therefore, a great saving of time, and 
means a better understanding of each child. 

Syracuse, N. Y., Helen Curtin, teacher, Croton School. — Many times within the last 
few weeks I have heard teachers say many pleasant things about being able to go on 
with their grades. It is very necessary that the teacher be pleased with her work. 

This plan gives the teacher an opportunity to know the child. She can not deal 
with him intelligently unless she knows how to approach him. 

The child is given an opportunity to know the teacher. Unhappiness in teaching, 
as in many other things, often results from a lack of understanding on the part of both 
teacher and pupil. 

Much more freedom can be allowed. Children will realize that we are social beings 
after all and not "just school-teachers." 

More guidance for their reading, and outside interests can be given. 

A teacher said to me a few weeks ago at the beginning of this term, "I can not 
understand what it is that makes me so fond of my class this term. They are so much 
better than they were last term." Still they are about the same children. Now 
she knows them. 

Syracuse, N. Y., Matilda Miller, teacher, Prescott School. — Pupils become so well 
acquainted with the teachers that the second term they feel free to ask questions 
concerning their work which they would not do the first term. In the seventh grade 
the individual work becomes easier, for the teacher knows just which pupils require 
special help along certain lines. 

I am heartily in favor of this plan of promotion, for it makes both teacher and pupil 
happy in the work. 

Syracuse, N. Y., M. E. Whan, teacher, Prescott School. — At first I did not like it, but 
now I would feel lost if the system were changed. Time is surely saved, and there 
is no question in the mind of the teacher about the ability of each pupil. She knows 
the unruly ones and they know where the line is over which they dare not step. They 
give up the idea of trying the teacher for they know her as she also knows them. 

Morganton, N. C, Mrs. W. R. Marbut, teacher, Morganton Grade School. — When- 
ever I have entered a room full of children that were strangers to me, I have found 
that I lost a good deal of time in finding out the exact needs, difficulties, and 
characteristics of each child. Without this knowledge, I felt that I could not do my 
best work and might fail to really reach the child at all. 

The children must become well acquainted with the teacher and her methods 
before they can do their best work. 



;vl U>VANCEMENT ov THE TEAOHEB WITH THE CLASS. 

An atmosphere of sympathy and understanding must be established and it takes 

some time to accomplish all this. Once Well done, turnover. this understanding lasts 

as long as the relations oi teacher ami pupil continue. 

\ hern, A. (\. Mollie II. Heath, teacher, Newbern Graded School, — I think the plan 
oi semiannual promotions especially good for (ho backward pupils, as it gives them an 

Opportunity tor promotion in four months, if they can remain with the teacher who 
has learned their limitations. There arc advantages and disadvantages in semi- 
annual promotions. The teacher can not be with both classes, but I think the back- 
ward pupils would suffer most if she should leave them. 

Newbern, X. C, Eleanor E. Marshall, teacher, Newbern City School. — As almost all 
teachers are more interested and successful with children of certain ages, I think that 
a continuous promotion of the teacher with the pupils for a time longer than two years 
might prove hurtful to both pupils and teacher. 

McAlester, Ok la.. Mart/ White, teacher, Second- Ward School. — With a strong teacher 
adapted to her work it is a most excellent plan, but with a weak teacher I think a 
change might be better, certainly for the children. 

Tulsa, Okla., Gail D. Swartz, teacher, River View School. — I might say, if the teacher 
should be all that is desirable, the affection and respect which increase each semester 
for '"his ideal" would tend to mold the child much more firmly in proper habits 
than should his teacher change and thus give him new phases to look at. I approve 
of both methods, but I'd want the teacher to be almost perfect should he have charge 
of children for consecutive years. 

Harrisburg, Pa., L. LaVene Grove, teacher, Camp Curtin School. — Personally I feel 
that the method of advancing teachers with pupils is a good one providing a teacher 
is many sided in her teaching and does not produce a pupil who gained power in one 
or two subjects or whatever subjects the teacher considered most essential. 

Again, from year to year the same crowd of pupils would not care to hear the same 
illustrations, would not enjoy the monotonous voice or peculiar mannerisms or worn- 
out methods of a teacher. 

In other words, this method is good only when a teacher is a real teacher in every 
sense of the word, when she has exactly the right attitude and viewpoint of her pupils 
and of her subjects, when she is a well-balanced, broad-minded, progressive, young- 
spirited person; otherwise, if I were a parent myself, I should prefer my child to have 
the education in which a number of amateurs had a hand rather than one. 

Harrisburg, Pa., Ruth K. Wells, teacher. — If a teacher loses dignity as she becomes 
more intimately acquainted with her pupils, then discipline is hard. But if, on the 
other hand, she has dignity, with intimate acquaintance, she has solved the problem 
of discipline. The child obeys not only from love of the teacher, but out of a desire 
to stand well in her opinion. 

The attention is given to the child rather than the subject. The child and his 
needs become uppermost in the teacher's mind and she considers the subject as 
related to him. 

With this system you very readily recognize difficulties of other teachers. I am 
thinking especially of the beginning of the year. Children forget a great deal during 
vacation and a teacher is so apt to blame this lack of knowledge on the former teacher. 
This is not so when a teacher rises with her school. She discovers to her horror that 
they know just as little when she herself has been the previous teacher. 

When you have become intimately acquainted with a pupil, he becomes freer in 
his conversation with you. He speaks of his desires and likes and dislikes. These 
little conversations aid you in understanding the child and his motives for doing many 
things. With this understanding you are more able to develop his character. 

By acquaintance and understanding of individual traits of each pupil, you gradually 
begin to punish unruly pupils according to their individual traits. When you punish 



OPINIONS OF TEACHERS. 55 

in this manner you have reduced to a scientific plan the management of unruly 
children. 

I think the system is excellent for the teacher. There is, nevertheless, another side 
to it. If a teacher goes the entire course with her school, the pupil may become one- 
sided. I mean by this that a teacher may emphasize one branch of study, while 
another teacher would emphasize some other branch. A child who was placed under 
one and then the other would see the difference. A child who had remained under 
one teacher would be developed in one branch only. 

There is another feature that appeals to me and which is due to the grouping of 
grades as is done in Harrisburg. The second grade runs into the third, the fourth 
into the fifth, and sixth into the seventh. It makes it possible to take a bright class 
of pupils through two grades in one year. I have done a great deal of this work and 
my ideas are formed accordingly. Last year from a class of 45, 17 skipped a grade. 

Logan, Utah, Ethel Hill, teacher, Woodruff School. — Too many backward pupils 
might discourage a teacher. 

Portsmouth, Va., Mrs. L. M. Weaver, teacher, High Street School. — During the 20 
years I taught four different schools, some of my advanced pupils following me from 
school to school. In those schools I did not have just one or two exercises each day, 
but from 20 to 25 classes comprising all the studies in the curriculum from the first to 
the eighth grades. 

Promoting teachers with pupils prevents experimenting upon pupils. It helps to 
avoid injustice in discipline. It prevents loss of time and opportunity. The teacher's 
moral influence is better felt. The teacher can set up for the pupils a reasonable and 
consistent standard. It gives skill in managing children. 

No teacher can thoroughly become acquainted with her pupils in five months. 
Having the same pupils makes clearer the relative value of the work in each grade 
and makes it much easier to understand the weak points that need special emphasis 
in each grade. 

Richmond, Va., S. B. Robinson, teacher, Baker School. — With the promotion-of- 
teacher plan the bright pupil has the advantage of being advanced into the next 
grade's work as far as the teacher thinks he is capable of going. The average pupil 
has a chance to at least complete course. The bright pupil having been taught to 
work independently, and with skillful guidance of the average pupil, the teacher can 
find more time for individual work with dull pupils. A pupil deficient on one sub- 
ject but " up " on the general work of the grade may be allowed at the end of the term 
to pass to the next grade if he is to have same teacher in next grade. 

Richmond, Va., Irene E. Walton, teacher, John B. Gary School. — Often a weak pupil 
who would otherwise be retarded may be advanced with the teacher because she 
understands his weak points and the method of dealing with him and is so enabled to 
give him special attention in the next grade. 

Richmond, Va., Mabel Glinn, teacher, Fairmount School. — If a teacher is advanced 
with her pupils she is bound to find her work easier the last half-term; time is saved 
for both pupils and teacher by this more intimate acquaintance which can not be 
gained during a single half-term; the teacher is compelled to be a stronger, broader, 
more alert teacher by this method than by the old method which allowed four and one- 
half months in which she was to labor with a class and then to begin with an entirely 
new class for another four and one-half months of the same work. 

Richmond, Va., Ola Let Abbitt, teacher, Ginter Park School. — The system is praise- 
worthy in that it enables the teacher to get a better understanding of the child's 
strong and weak points, both mental and moral, and in so doing help the child to the 
best possible advantage. 

On the other hand the system may prove narrowing to the child even though the 
teacher be of the best. The child is being governed by one individual opinion and 
ways of looking at every thing. 



56 Ain ANCKMKNT OF Till: TKACIIER WITH THE CLASS. 

Riekmoiid, }'a.. Mamie L. Daggett, teacher, George Mason School. — Tho children 
know just what and how t ho teacher wants them (<> do their work and they will go 
light on with the work without having the teacher to Btop and toll them how to do the 
littlo every-day problems o! school. 

Richmond, la., E. M. Boyle, teacher, Nicholson School. — Tho host feature of this 
work is the aid given to children who are physically defective. After they are once 
understood there is more sympathy and assistance rendered hy the teacher who has 
[earned to appreciate the difficulties under which they labor. 

Richmond, Va., Mary Dickerson, teacher, John Smith School. — Although I wish to 
continue teaching 1A (6-year-old pupils) I must acknowledge that advancing with 
the class for one session (not more) saves time for the pupil (probably one year in the 
district school) and also saves time for the teacher. In visiting homes I hear the cry 
that 1 wish the teacher could go up with the class. 

Richmond, Va., Sarah A. Forbes, teacher, John Smith School. — I have had pupils in 
my grade in the first part of the term that would not have been promoted had they 
been sent to another teacher, but as I was to take the class through the next grade and 
knew the weak points of these pupils I have carried them along and they have done 
excellent work. 

Richmond, Va., J. E. Halloran, teacher, Springfield School. — The ability of very 
good students can be developed to a greater extent by this system than by any other 
method that has come under my observation. I do not believe in " slipping" a child 
over a grade unless he is an exceptionally bright one, as the skipped student usually 
shows weakness later on. But I do believe that if classes were so arranged that all 
bright or very good pupils rather, could be in the hands of one teacher in one year, 
she could accomplish work that would otherwise take a year and a half, and no grade 
be skipped. 

Richmond, Va., R. Estelle Shackelford, teacher, Springfield School. — I am not 
familiar with plan of teacher keeping a class throughout a year only. In my own ex- 
perience of handling a class through two entire years the greatest pleasure is in learn- 
ing to really know the children, which I can never do in the first grade or half term. 
Almost all misunderstandings occur there and the friendship of parents won there 
means support and confidence through the rest of my dealings with that class through 
two years. 

ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 

It seemed best to study foreign school procedure also with, refer- 
ence to this plan, and a considerable body of information was obtained, 
for the most part through the courtesy of the State Department and 
its representatives in foreign countries, who, during the pressure of 
an unusual period have found time to give painstaking effort in behalf 
of this educational problem. 

These foreign reports indicate that the advancement plan has been 
more extensively applied in foreign countries than in the United 
States. The opinions of many leading foreign educators are clear-cut 
and positive in its favor, and in the principal countries of the Old 
World it would appear that school authorities recognize that the plan 
is formed on the deepest educational principle and apply it wherever 
conditions permit. France is a notable exception. 1 

1 See letter and note, p. 61. 



ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 



57 



Brief tabulation of the foreign reports. 

[The "Yes" and "No" statements indicate the attitude, favorable or unfavorable, of the school authorities 

in regard to this plan.] 



Countries. 


Towns of same. 




Yes... 

No.... 
No.... 
Yes... 
Yes... 

No.... 
Yes... 

Yes... 




Yes. 


Central America: 

Costa Rica 


San Jose* 


No. 


Panama 




No. 


Salvador 


San Salvador 


Yes. 




Yes. 


France 


Paris 


No. 






Yes. 


Great Britain and colonies: 

England 


Birmingham 


Yes. 


Do.. 


Yes. 


Do 


County Borough Halifax 

Second Branch, Wakefield 


Yes. 


Do ' 


No. 


Do... 


Yes. 


Do .. 




Yes. 


Do 


Liverpool 


Yes. 


Do 


London 


Yes. 


Do 




Yes. 


Do 




Nottingham 


Yes. 


Scotland 


Yes... 


Edinburgh 


Yes. 


Do 




Yes. 


British Columbia 


Yes... 
Yes. . . 
No.... 
No.... 
Yes... 


Victoria 


Yes. 


Manitoba 


Winnipeg 


Yes. 


New Brunswick 


Frederickton 


No. 






No. 


Saskatchewan 




Yes. 


Do 


Prince Albert 


No. 


Do 




Regina 


Yes. 


Do 




Saskatoon 


Yes. 




Yes. . . 
Yes... 
Yes... 
Yes... 
Yes... 
Yes... 
Yes... 
Yes... 




Yes. 




Hobart 


Yes. 


West Australia 


Perth 


Yes. 






Yes. 


Norway 




Yes. 




Yes. 






Yes. 


Switzerland 


Berne 


Yes. 


Do 




Yes. 











Countries. 
Yes.. 
No... 



22 I Cities 36 

17 Yes 29 

5 No 7 



Inasmuch as the above tabulation is very inadequate, and as a 
more minute summary would be unsatisfactory on account of the 
great variety in the replies, it seems best to give the letters them- 
selves as far as they refer to this topic. 

It should be stated that only a few foreign correspondents received 
copies of the questionnaire. 

Letters Concerning the Advancement op Teacher with Class in Foreign 

Countries. 1 

brussels, belgium. 

The primary studies are divided into three grades and two years of study are neces- 
sary for each grade. When a young teacher enters into one of the schools, he is put 
in charge of the first year. He keeps his pupils two years, that is, during the first 
elementary grade. If the circumstances allow it and if he shows that he has the true 
qualities of a teacher and if he has been able to win over entirely his little pupils 
and if the results obtained justify it, he continues on with the same pupils for the next 
elementary grade and is their teacher for the third and fourth years. After this period 
of four years he starts back again at the first year and does the same thing with another 
group cf pupils. 



1 For other letters, see Addenda, p. 79 et seq. 



58 ADVANCEMENT OF THE TEAOHBB WITH THE GLASS. 

After eight yean or more of Bervice he is put in charge of classes of the fifth and 
sixth years which make up the third elementary grade. 

Generally the young teacher after two years of teaching with the same pupils begins 
the Bret > ear again and advances with (he same pupils up to the end of the fourth 
year. Then he starts hack again and goes with the same pupils to the end of the 
sixth year it he is deemed sufficiently qualified. 

It results often from litis organization that the child does not have the same teacher 
during the six years of his primary studies, but generally during two years, or three 
or four years, but it is rare that the pupils have a different teacher each year. 

This method of the advancement of the teacher with the pupil has given good results 
and it will be continued. 

If, on the other hand, the teacher keeps the same year of studies, it is thought that 
teaching the same tiling during 5, 6, and 10 years with the pupils of the same age, his 
work would become like a machine. This system exists in certain communes and it 
has been proved that the teacher pays no attention to the other classes, loses the true 
idea of teaching, and confines himself to the narrow program of his class. He does 
not keep himself up to date in the methods practiced in the other classes and becomes 
fit for no other class. 

As regards the pupils also, it is very important for them that the teacher who has 
been able to penetrate their mind and understand them continue with them for two 
or three years, at least. The formation of the character of the child is a thing to which 
the greatest importance is attached. In order to know a child well, it is necessary 
to observe him thoroughly for months and it is only then that the teacher can per- 
form a useful work from the point of view of education. 

For the fourth grade, that is the seventh and eighth years of study, the system of 
the graded schools has been adopted, that is, each separate branch is taught by a differ- 
ent teacher. Each teacher teaches a few branches only, for which he is best fitted 
and which he prefers. He teaches them in this way with more conviction and greater 
success. 

In the Commune of Schaerbeek, Brussels, the elementary schools are divided into 
four grades and the pupil remains in each grade two years under the same teacher, 
but on going into a new grade there is a new teacher; therefore the teachers are not 
promoted with the pupils. 

The Echevin de V Instruction Publique of Schaerbeek, who corresponds to the super- 
intendent of schools, is of the opinion that the pupil should not remain under the 
same teacher more than two years. Each teacher has his qualities and his faults 
and a special talent for certain branches of education and a lack in other branches, and 
therefore a pupil remaining under the same teachers too long a time would not develop 
nearly as much either morally or intellectually. 

The schools in the Commune of St. Gilles pursue the same policy. 

SAN JOSE, COSTA RICA. 

Throughout Costa Rica teachers remain at work in one grade from year to year, 
and are not promoted with the children. Conversation with Costa Rican educational 
authorities indicates that generally they do not look with favor upon the idea of 
assigning the same teacher to the same set of pupils for more than one year. 



At present teachers are appointed by the Minister of Public Instruction to fixed 
grades or sections, where they remain during satisfactory service, the pupils thus 
passing under different teachers as they are promoted from year to year. 

The Minister of Foreign Affairs adds, however, that the Minister of Public Instruc- 
tion is contemplating a reform in the appointment of teachers, whereby they will not 
be named for specific grades in the school in which they are to teach, but that it will 



ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 59 

be left to the inspector of schools, or the director of each school, to decide upon the 
advantage or disadvantage of having the same teacher for the same pupils from year 
to year, a principle the Minister of Public Instruction considers ideal, provided certain 
inconveniences offered in practice can be overcome. 

SAN SALVADOR. 

The same professors give instruction for the three years in kindergarten and also 
the same professors give instruction in the three grades of the elementary schools, 
others in the three grades of the grammar school, and others in the two of the high 
school without advancing with the students. 

The result which has been obtained from this system is sufficiently satisfactory 
so that there is no thought of modifying it. 

COPENHAGEN, DENMARK. 

Teachers, as far as it is possible, and whenever it can be done, are promoted with 
the children, so that the children, as a general rule, have the same teacher until the 
elementary grades are finished and until they are ready for the high school. 

The policy of the public school boards in Copenhagen and all the larger cities is to 
continue a teacher in the elementary schools with the same pupils until they have 
finished the seven grades. 

PARIS, PRANCE. 1 

In the French elementary schools, known as "ecoles communales," the teachers 
are always assigned to one class, and are not moved up with the pupils. In this way, 
in a school of six classes, the pupils come under the supervision of six different teachers 
during the period that they attend school. 

GERMANY. 

[Information from Imperial German Embassy, Washington.] 

The system of advancing teachers with their classes is — as far as it is known at this 
embassy — partially followed in some of the German States, so that the classes have 
approximately the same teachers during a certain period. 

[Information from William T. Learned.] 

Concerning the practice in Germany in regard to the progress of teacher and class, 
I understood in several schools that it was a point on which practice differed, but I 
found it so general that I came to the conclusion that this injunction in the official 
instructions had not been without effect. Of the conditions in the elementary schools 
I am unable to speak. My observation was, of course, confined entirely to the 
Gymnasia. 

HAMBURG, GERMANY. 

Questionnaire and answers. 

1. (a) Do any of your teachers remain in charge of a given set of pupils for more than 
one year? 

In higher State schools and in public schools they do, as a rule. 

In country schools, with several classes of different grades, the teachers, as a rule, 
advance with the pupils, but sometimes only to a certain extent. In lower class 

1 While the practice of France confines itself, at least so far as ecoles communales are concerned, to the 
retention of teachers in grades, M. Ribot, chairman of the famous French Educational Survey Commis 
sion, in his report strongly recommended the advancement plan, and cited the opinions of other distin- 
guished Frenchmen in support of his view that the lack of this system was one of the main causes of the 
backward condition of education in France. On account of the present difficulty of obtaining information 
on educational topics from abroad, it has been found impossible to ascertain to what extent M. Ribot's 
view has influenced French thought and custom. 



60 AP\ ANi'l'MlN I OF TUK TK.UM1KK \\ 1T1 I TI1K CI .ASS. 

village schools the children remain two to tour years under the supervision of the 
Bame teacher, A further advancing of the teacher must, be restricted to a certain 
kind of lessons. 

{IA [feo, how many teachere? 

[mpossible to Btate; the distribution of the different lessons takes place a few weeks 
before the beginning of t ho new semester. It is placed before the supervising official, 
who has to give his consent. 

(c) Through what grades, or years, do they advance with the same pupils? 

In higher State schools and in public schools nearly always during the first three 
years. In country schools, as stated under (a). 

2. Does the better acquaintance of the teachers with their pupils, thus secured, 
result in a saving of school time? How much time? 

Under normal conditions it results in saving time. How much time it is difficult 
to stale. 

3. Do the teachers, from the practical knowledge of what precedes and what follows 
a particular grade, get a stronger grasp of the work of any given grade? 

Yes; the teacher becomes more familiar with the work. 

4. Does the teacher, from the deeper knowledge of the pupils thus acquired, treat 
her pupils more considerately, and win their affections better, than if she is confined 
to one grade? 

Yes; this may be expected in all cases where the work is performed by zealous 
teachers who are performing their duties to perfection. 

5. Does it tend to increase the professional zeal of the teacher and help to keep 
her "out of ruts"? 

Yes; it increases the professional zeal. 

6. Does it enable the inspector to locate more definitely the blame of poor teaching? 
Yes; it enables the inspector to find out more easily where the fault lies. 

7. Nothing further can be stated. 

BIRMINGHAM, ENGLAND. 

1. Do any of your teachers remain in charge of a given set of pupils for more than 
one year? If so, how many teachers? Through what grades, or years, do they 
advance with the same pupils? 

In few cases, generally in upper grades; two or three years. 

2. Does the better acquaintance of the teachers with their pupils thus secured 
result in a saving of school time? How much time? 

No. 

3. Do the teachers, from the practical knowledge of what precedes and what follows 
a particular grade, get a stronger grasp of the work of any given grade? 

Yes. 

4. Does the teacher, from the deeper knowledge of the pupils thus acquired, treat 
her pupils more considerately and win their affections better than if she is confined 
to one grade? 

Yes. 

5. Does it tend to increase the professional zeal of the teacher and help her "tut 
of ruts"? 

Yes. 

6. Does it enable the inspector to locate more definitely the blame for poor teaching? 
Yes. 

7. Will you write at length about any other feature of this plan that may appeal 
to you? 

The plan is not usually adopted in the Birmingham schools, in all of which the head 
teachers are allowed to organize and allocate their staff as they think fit; and to make 
it compulsory might be prejudicial to scholars and teachers. The staff of a school 



ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 61 

generally includes one or more teachers who have faults of temperament or are weak 
in disciplinary power or in teaching ability; to keep a grade of scholars for a consid- 
erable period under the influence of such a teacher would be harmful. The plan 
works successfully occasionally, but everything depends upon the conditions holding 
at the time; what might prove beneficial one year might be disastrous the next. 

BRADFORD, ENGLAND. 

1. (a) Do any of your teachers remain in charge of a given set of pupils for more 
than one year? 

Yes. 

(6) If so, how many teachers? 

Forty or fifty per cent. 

(c) Through what grades, or years, do they advance with the same pupils? 

(cl) From babies' class to second class and then to first class in infants' schools. 

(c2) From Standards I to VII in elementary departments. 

2. (a) Does the better acquaintance of the teachers with their pupils thus secured 
result in a saving of school time? 

Yes, if the teacher is really first rate. 
(6) How much time? 
Can not say. 

3. Do the teachers, from the practical knowledge of what precedes and what follows 
a particular grade, get a stronger grasp of the work of any given grade? 

Yes. 

4. Does the teacher, from the deeper knowledge of the pupils thus acquired, treat 
her pupils more considerately and win their affections better than if she is confined 
to one grade? 

Yes, if the teacher is really first rate. 

5. Does it tend to increase the professional zeal of the teacher and help to keep her 
"out of ruts"? 

Yes, most decidedly. 

6. Does it enable the inspector to locate more definitely the blame for poor teaching? 
Yes, but a moderate teacher would not be allowed to remain with the same children 

for more than one year, for the sake of the children. 

7. Will you write at length about any feature of this plan that may appeal to you? 
Head teachers are beginning to adopt "Subject classification" with Standards IV 

to VII, but this is as yet only in the experimental stage. 

HALIFAX, YORKSHIRE. 

It is the policy of this education committee to leave as much freedom as possible 
to the head teachers in the organization of their schools. Consequently one or two 
may arrange for their assistants to move from class to class with the scholars, while 
others (and I believe the great majority) prefer to keep the assistant more or less 
permanently to one class. The schools are reorganized twice at least in the year; 
that is, children are moved forward to a higher class every half year if qualified. 
It frequently happens that a teacher may do quite excellent work with children of 
7 or 8 years of age and be utterly incompetent to teach children of 12 or 13, and a 
regulation that a teacher should remain in charge of a class of children of 7 years old 
until they become 14 or left the school would evidently break down. In Halifax 
there is no inspector employed by the committee, because it is believed to be better 
to give the teachers liberty to take the fullest interest in their work. 

WAKEFIELD. 

These questions hardly apply to secondary education as organized in my commit- 
tee's area, since it is almost invariably the practice for an assistant master or mistress 



69 ADVANCEMENT OV THE rEAOHBB WITH THE OLASS. 

to he responsible for a subject 0T group of subjects in more than one or two classes 
ami often throughout the BChool. The casc>s in which an assistant master or mistress 
is responsible for all OT eves most o\ the subjects of a form are very rare and are con- 
fined to the lower classes. The plan now being considered in the United States that 

a teacher Bhould be advanced from grade to grade with her pupils would thus not 
be feasible in the secondary schools in my committee's area as at present organized. 

HXJDDERSFIELD, ENGLAND. 

1. Do any of your teachers remain in charge of a given set of pupils for more than 
one year? If bo, how many teachers? Through what grades, or years, do they 
advance with the same pupils? 

A very small number of our teachers remain in charge of a given set of pupils for 
more than one year. As a general rule, at the end of each year the pupils move up 
to another standard, but the teacher does not accompany them. 

2. Does the better acquaintance of the teachers with their pupils thus secured 
result in a saving of school time? How much time? 

Where the teacher does accompany the scholars some time is saved. 

3. Do the teachers, from the practical knowledge of what precedes and what follows 
a particular grade, get a stronger grasp of the work of any given grade? 

In such cases the teacher will have a stronger grasp of the work. 

4. Does the teacher, from the deeper knowledge of the pupils thus acquired, treat 
her pupils more considerately and win their affections better than if she is confined 
to one grade? 

No. 

5. Does it tend to increase the professional zeal of the teacher and help to keep 
her "out of ruts"? 

No. 

6. Does it enable the inspector to locate more definitely the blame for poor teaching? 
No. 

7. Will you write at length about any other feature of this plan that may appeal 
to you? 

With an exceptionally good teacher, we are of opinion that it is better for all the 
children in the school to go through his or her hands. If the scholars remain with 
one teacher throughout their school career, only one set of children receives the 
benefit of a superior teacher. 

CITY OF LEEDS. 

The head teacher places each teacher in that part of the school to which he or 
she is most adapted and where he or she is likely to do the best work. In many 
cases teachers pass forward year by year with their pupils, but this process is naturally 
limited by the qualifications and adaptability of the particular teacher. The better 
acquainted teachers become with their pupils, the greater the saving of school time; 
and it is a distinct advantage to the teacher to have a knowledge of the work 
preceding and following the particular grade in which he or she is for the time being 
engaged. 

The way in which the teacher treats her pupils depends naturally upon the per- 
sonality and disposition of the teacher. The closer knowledge the teacher has of 
her pupils the greater is the likelihood that she will win the pupil's affections. 

It is certainly undesirable that any one teacher should keep to a particular grade 
in the school for an undue length of time, as such constant repetition of the same 
work would naturally have a deadening effect on initiative and originality. 

So much depends upon the qualifications, disposition, and capacity of the indi- 
vidual teachers that it would be extremely bad policy to introduce any rigid system 



ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 63 

with regard to the placing of the staff in the various schools. Elasticity is essential; 
each school should be dealt with on its merits, and the teachers attached to any one 
school should be allocated to that part of the school to which they may be reasonably 
expected to do the most efficient work. 

LIVERPOOL. 

1. Do any of your teachers remain in charge of a given set of pupils for more than 
one year? If so, how many teachers? 

This depends on the internal organization of the department, which, within reason- 
able limits, is left in the hands of the managers and head teacher. In some depart- 
ments it is the custom for the teachers to serve in rota — i. e., they begin with the 
bottom class and move upward with the class until the children in their charge 
pass out at the top of the school, when the procedure is repeated. 

2. Does the better acquaintance of the teachers with their pupils thus secured 
result in a saving of school time? How much time? 

Here the premise tends to beg the question. The committee's inspectors consider 
that this is very much a matter of opinion, as so much depends on the staff and the 
capability of the particular teachers. 

3. Do the teachers, from the practical knowledge of what preceded and what fol- 
lows a particular grade, get a stronger grasp of the work of any given grade? . 

Here again the premise tends to beg the question. Each class or grade is expected 
not only to go forward with the work of that class but to keep up the work of pre- 
ceding classes; hence, the teacher of a particular class must necessarily have a strong 
grasp of the work of previous classes, and his teaching is expected to lead up to the 
work of the class above. 

4. Does the teacher, from the deeper knowledge of the pupils thus acquired, treat 
her pupils more considerately and win their affections better than if she is confined to 
one grade? 

Here yet again the premise tends to beg the question. Speaking in general terms, 
the answer to this question is in the negative. We expect all teachers to treat the 
pupils with extreme consideration and to win their affections. 

5. Does it tend to increase the professional zeal of the teacher and help to keep her 
out of ruts? 

We have not found this to be so; we neither expect nor permit our teachers to fall 
into set grooves. 

6. Does it enable the inspector to locate more definitely the blame for poor teaching? 
Not if he is a competent inspector; if he is not. ho will not be a safe judge as to what 

is good or bad teaching. 

7. Will you write at length about any other feature of this plan that may appeal to 
you? 

On the whole, our senior inspector is not inclined to recommend the plan of keeping 
one teacher with the same children. We prefer to assume that a child, like his elders, 
profits '"'by the multitude of counselors." 

This matter, like the more general matter of classification, is in England left entirely 
to the discretion of the head teacher of a school, and there is no uniformity of practice 
in English schools in regard to it. The board has no exact statistics on the subject, 
but probably in a considerable majority of English schools the same practice exists 
as in America. On the other hand, there are a fair number of schools where a teacher 
goes up with the same set of children from grade to grade. 

There is a good deal of division of opinion among English teachers and inspectors as 
to the advantages and disadvantages of this system of letting the teacher go up with 
the children. It may, however, be said that in schools where it is practiced it is very 
unusual for a teacher to pass with the children through even" grade from the lowest 



64 <U>VANOBMENT OF THE CEAOHEB WITH THE CLASS. 

to t ho highest, and it is believed that the great majority of teachers and inspectors 
would deprecate this extreme form of the system on the ground that the qualities 

required for teaching young Children and older children are very seldom united in the 
same person. A more common practice is for teachers to go Up two or three grades 
with the same set of children. The head teachers who adopt this plan urge (1) that 
if the teacher has to cover the same ground in his lessons year after year he becomes 
stale; v- M that he obtains a much better knowledge of the individual children under 
his charge when he retains them in his class for two or three years. On the other 
hand, many head teachers hold that a change of teachers after a year is frequently 
beneficial to the children, who are stimulated by the different methods and fresh out- 
look which a new teacher is sure to bring. They would add that in any case a change 
of teacher at the end of a year is clearly desirable if, as must often be the case, it results 
in transferring the children from a teacher of inferior to one of superior ability. The 
practice of keeping children under the same teacher for two or three years presses 
hardly on the children who happen originally to fall under the charge of a weak member 
of the staff. 

It can hardly be denied that these conflicting arguments all have some force; the 
general result is to confirm the view that the matter is not one for any rigid regulation, 
but is best left to be dealt with by each head teacher in view of the special circum- 
stances of his school and the character of his staff. 

MANCHESTER, ENGLAND. 

1. Do any of your teachers remain in charge of a given set of pupils for more than 
one year? If so, how many teachers? Through what grades or years do they advance 
with the same pupils? 

Yes, but the number of teachers is not definitely known and varies from year to year. 
Frequently teachers remain in charge of pupils for two years or through two grades; 
occasionally for five years or through five grades. 

2. Does the better acquaintance of the teachers with their pupils thus secured 
result in a saving of school time? How much time? 

Yes, in many but not in all cases. Given a teacher considerably above the average 
and a class of intelligent, persevering pupils, the saving of time might be from 12 to 18 
months. 

3. Do the teachers, from the practical knowledge of what precedes and what follows 
a particular grade, get a stronger grasp of the work of any given grade? 

Yes; teachers get a stronger grasp of the work of a given grade from their practical 
knowledge of what precedes and follows it. They also obtain a more intimate acquaint- 
ance with the aim and scope of the whole school curriculum. 

4. Does the teacher, from the deeper knowledge of the pupils thus acquired, treat 
her pupils more considerately and win their affections better than if she is confined to 
one grade? 

Yes, this generally follows; but the amount of affection won depends to a great 
extent upon the personal character of the teacher. It is easy to imagine a class leaving 
a teacher with feelings of keen regret and, on the other hand, with feelings of con- 
siderable relief. 

5. Does it tend to increase the professional zeal of the teacher and help to keep her 
"out of ruts"? 

Yes; if a teacher be left in charge of the same grade for several years the tendency 
to become stale is great; there is also the tendency to lose sight of ambition and to 
desire to be considered as a teacher of a certain grade only. 

6. Does it enable the inspector to locate more definitely the blame for poor teaching? 
Yes, in some degree; but, as a rule, the inspector does not need a series of years to 

locate the blame for poor teaching. 



ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 65 

7. Will you write at length about any other features of this plan that may appeal 
to you? 

The opinion is held that to make the system of universal application would not be 
wise. Its success would largely depend upon the personal character of the teacher. 
One of high aim and character, gifted with enthusiasm, resourcefulness, and the power 
of adaptability, would succeed beyond question. On the other hand, a weak teacher 
would fail, and the consequences to the children would be serious. It must also be 
borne in mind that certain teachers are particularly successful with younger children 
only, while others who are capable of really excellent work with older children almost 
fail when placed in charge of younger ones. Changes in the personnel of the staff and 
the success of the school as a whole have to be considered. The percentage of teachers 
well suited for all grades would not be great. 

NOTTINGHAM, ENGLAND. 

1. Do any of your teachers remain in charge of a given set of pupils for more than 
one year? If so, how many teachers? Through what grades, or years, do they ad- 
vance with the same pupils? 

Yes; but the practice varies in different schools. In some instances the teacher 
proceeds with the scholars from the lowest class in the school to the highest, while in 
others the more highly qualified teachers proceed with their scholars through the 
three or four higher classes, while the lesser qualified do not proceed beyond the 
lower two or three classes. 

2. Does the better acquaintance of the teachers with their pupils, thus secured, 
result in a saving of school time? How much time? 

Time is certainly saved by this arrangement, as the necessity for devoting the early 
part of the educational year to ascertaining exactly what the children have previously 
learned does not arise. 

3. Do the teachers, from the practical knowledge of what precedes and what follows 
a particular grade, get a stronger grasp of the work of any given grade? 

In my opinion, "Yes"; certainly. 

4. Does the teacher, from the deeper knowledge of the pupils, thus acquired, treat 
her pupils more considerately, and win their affections better, than if she is confined 
to one grade? 

Yes; wherever the teacher is naturally sympathetic. 

5. Does it tend to increase the professional zeal of the teacher and help to keep 
her "out of ruts"? 

Yes. 

6. Does it enable the inspector to locate more definitely the blame for poor teaching? 
Yes. 

7. Will you write at length about any other feature of this plan that may appeal 
to you? 

These remarks, of course, apply to men as well as women. 

GLASGOW, SCOTLAND. 

1. Do any of your teachers remain in charge of a given set of pupils for more than 
one year? If so, how many teachers? Through what grades, or years, do they ad- 
vance with the same pupils? 

Yes; in 83 schools the teachers remain in charge of a given set of pupils for more 
than one year. In 43 schools all the teachers remain in charge longer than one year; 
in 5 schools, half the teachers, and in 35 schools the number varies. Sixty-seven ad- 
vance with the inferior grades, 80 with the junior grades, 70 with the senior, 24 with 
the supplemental, and 4 with the higher grades. 
1529°— 16 5 



()(i APVANiTM! M' OV V \ i V, IKACHEB WITH THE (MASS. 

2, Poos the better acquaintance of the teachers with their pupils, thus Becured, 
': in a Bavlng of school time? How much time? 

In BO schools it does result in a saving of time, in 2 schools it does not, and in I it 
is d >ubtful. The average opinion is that from four to six weeks' time is saved per 
ion, 

3. Do the teachers, from the practical knowledge of what precedes and what follows 
a particular grade, gel a stronger grasp of the work of any given grade? 

l d 80 Bchools they do get a stronger grasp of the work, in 2 they do not, and ] Bchool 

was doubtful. 

i. Poos the teacher, from the deeper knowledge of the pupils, thus acquired, treat 
her pupils more considerately, and win their affections better, than if she is confined 
to one grade? 

Seventy-five schools report that the teacher does treat her pupils more considerately 
ami win their affections better, 2 schools report that she does not, and 6 schools were 
doubtful. 

5. Does it tend to increase the professional zeal of the teacher and help to keep her 
"out of ruts"? 

In 79 schools it does increase the professional zeal of the teacher, in 1 it does not, 
and 3 schools were doubtful. 

6 . Does it enable the inspector to locate more definitely the blame for poor teaching? 
Sixty-five schools report that it does, 5 report that it does not, and 13 are doubtful. 

7. Will you write at length about any other feature of this plan that may appeal to 
you? 

Summary. — The general consensus of opinion is favorable to teachers taking their 
pupils through the different stages of each course; but the time a teacher should 
6pend with pupils should not be more than two and one-half to three years. Few 
teachers are strong enough in all subjects to go forward from one course to another, 
and children are better to meet a fresh mind and new methods. In some cases a 
change each session is desirable, as different methods and ways of presenting subjects 
appeal to and stimulate certain types of children. Should a class be made up of dull 
pupils, a teacher, if long retained, is apt to become discouraged. A young teacher 
should be given the same grade for perhaps two years in order to become familiar 
with the work. 

The arrangement can only be satisfactorily carried out if all the teaching members 
are "strong." If a class is under the charge of a "weak" teacher for more than six 
months or a year, the results are disastrous. A "weak" teacher may be sandwiched 
between two ''strong" ones, or a "strong" one between two "weak" ones. 

In the hands of a good teacher the "cycle" system saves time. A longer period 
being available, the teacher can arrange her work on a bolder scale. She is enabled 
to see the completed results of the methods she has employed and can modify and 
correct them. A feeling of responsibilty is increased and greater satisfaction ex- 
perienced in seeing a larger section of work accomplished. The wider variety keeps 
alive her interest and provides a stimulus to exertion. She is enabled to view the 
work of the school from a higher standpoint, and her efforts should be directed toward 
securing such efficiency and intelligent grasp of the work as will enable the child to 
go forward to the succeeding stages with interest, confidence, and understanding. 
The teacher becomes thoroughly acquainted with the individual characteristics and 
varying capacities of the pupils, and their difficulties are better realized and antici- 
pated. Pupils of slow mental development are under observation for a longer period 
and progress is more quickly observed. The teacher and pupils being familiar with 
each other, discipline is more easily secured and cases of friction are of comparatively 
raro occurrence. The system has more readily the cooperation of the parents, which 
is most helpful in the child's education. 



ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 67 

In poor and migratory districts the system is unworkable, because the children 
come and go to such an extent. 

The "fixed" system has the great advantage of making good tcachora specially 
expert in their own particular division of the work. Through constant practice they 
acquire an accurate knowledge of the requirements of the grade. 

Character and efficiency of the teacher are the factors which bring success or failure 
in the system. 

EDINBURGH, SCOTLAND. 

Considerable freedom is left to the headmasters in the organization of the schools. 

In the elementary schools, however, the general practice is that in the infant de- 
partments, in which normal pupils' age is from 5 to 7 years, the teachers do not advance 
with the pupils beyond that department; in the junior and senior divisions, in which 
normal pupils' age is from 7 to 12 years, the teachers advance with their pupils, while 
in the supplementary classes, restricted to pupils over 12 years, the boys and girls 
are taught in separate classes and remain under their particular teachers until they 
leave school. 

In higher grade and secondary schools the organization is necessarily very different, 
as specialist teachers are employed and the pupils are in charge of different teachers 
for each subject of the curriculum. 

VICTORIA, NEW SOUTH WALES. 

Some 12 or 13 years ago this department became convinced that the lock-step sys- 
tem of grading pupils of our public schools was inadequate to meet the needs of any 
but the dullest members of the class. Personally, I have for years been convinced 
that the proper model for our large graded schools is the ungraded rural school, where 
a child is allowed to pass from one grade to another as often during the year or term 
as his qualifications demand. 

In this Province our course of study is divided into three grades and teachers are 
encouraged to keep the same class of children through the whole length of time which 
such children pass :'.n any single grade. For example, a teacher who takes the receiving 
class in August is expected to keep the same class through the first and second primer, 
the first and second reader, or for a period of about three and one-half years. The 
same holds good with classes in the intermediate and the senior grades, although 
this department thinks it advisable at present to restrict primary teachers to the 
junior grade, intermediate teachers to the intermediate grade, and senior teachers to 
the senior grade. In no school in the Province does a teacher begin with the beginners' 
class and after seven or eight years promote that class under her personal supervision 
into the high school. Even in the matter of carrying on a class under the same teacher 
in each grade this department through its inspectors meets a great deal of difficulty 
through the disinclination of teachers to attempt other than the work for which they 
consider themselves specially adapted. In fact the more stereotyped a teacher's 
work becomes the fonder such teacher appears to become of this work. 

This department was induced some 12 or 13 years ago to make this far-reaching 
change for the reason that I found many children from 12 to 16 years of age floating 
about in an educational back eddy, so to speak. This had been brought about by 
the rigidity with which these children were promoted. For example, if in any specific 
year a certain school had eight teachers, each child was required to pass under each 
of these eight teachers before he could enter the high school. If in three or four years 
from the first date this school became a school of 15 teachers, a child attending that 
school was compelled to pass through the hands of 15 individual teachers before entering 
the high school. 

I am extremely interested in learning that your bureau is beginning to give some 
attention to the subject of grading. It is in my opinion the great outstanding blot 



68 ADVANCEMENT OF CHE TEACHES WITH THE class. 

on tin* whole educational system in the United States, giving as it does no oppor- 
tunity for the clever pupil to exercise his talents, but reducing all members of the 
class to a uniform standard and thai standard is necessarily the rate of progress of the 
slowest pupil. The experiments which we have made in this Province will, 1 amsure, 
have your careful attention and consideration. 

W tNNIPEG, CANADA. 

Under the system in vogue in the matter of promotion of teachers in our Winnipeg 
city schools it may happen that a teacher will remain with the same ('lass for three 
Or tour years. One of my own bo\ s spent thro* 1 years with the same teacher, who was 
promoted each year witli her class; and in this particular case 1 considered it a disad- 
vantage in many wars for the boy, as she was not a strong teacher, but under the 
by-laws of the board she was entitled to be moved up a grade each year. The super- 
intendent thought it better to leave her in the same school rather than to transfer her. 

Many arguments may be urged in favor of the teacher remaining with her class 
from year to year. 

I have on several occasions tried the experiment of having a teacher remain for 
two or three years with the same set of children, advancing the teacher as the children 
were promoted. The circumstances for such an experiment were perhaps not very 
favorable, as Winnipeg has been for years a rapidly growing city, the population of 
which changes quite frequently, and I have found that at the end of three years the 
class remaining with a teacher consists of a comparatively small proportion of those 
who had begun with her in the first grade. I am unable to say that the class that was 
for the three years with the one teacher was in any better position than children of 
the same age who had been for three years in the hands of three equally competent 
teachers for one year each. It seems to me that in the case of a good teacher the loss 
incurred through taking a teacher from the grade for which she has special aptitude 
counterbalances the gain that would come through having children continuously 
with the one teacher for a longer period than the year. In the case of the teacher whose 
work is not quite up to the standard, it would be manifestly a disadvantage to have 
children remain longer than the usual term. 

FREDERICTON, NEW BRUNSWICK. 

While the matter has been frequently discussed here, we can furnish no complete 
example of the same. 

It has generally been thought that the qualifications of a primary teacher are so 
vastly different from those required of a teacher of grade 8 that it would scarcely be 
consistent to follow' this plan. 

I do not refer to scholastic qualifications, but to the peculiar professional qualifi- 
cations required in primary work. 

TORONTO, CANADA. 

So far as this department is aware, the practice in urban municipalities in Ontario 
is for a board to appoint, for each grade or form, teachers who continue as instructors 
on such forms, the pupils only being promoted. The boards, of course, occasionally 
change the teachers from one form to another. 

MOOSEJAW, SASKATCHEWAN. 

In several isolated cases for different reasons teachers have been changed from one 
trade to the other, and I find that it takes some months for the teacher to become 
familiar with the work of the new grade. This, I think, would far outweigh the 
reason that teachers might be promoted, namely, in order that pupils would be familiar 
with their teacher. 



ADVANCEMENT OF TEACHER IN FOREIGN SCHOOLS. 69 

PRINCE ALBERT, SASKATCHEWAN. 

This plan has not been followed here to a sufficient extent to indicate whether the 
plan would be a wise one or not. 

I think of trying out the plan in the case of one or more classes during the coming 
year and will be glad to let you know the result of the experiment. 

REGINA, SASKATCHEWAN. 

Grade 1 teachers take their classes through to the end of grade 2, which takes from 
one to one and a half years. This is a comparatively new policy here, but so far it 
has proved highly satisfactory. 

SASKATOON, SASKATCHEWAN. 

I can not say that we have had very much experience, but we do make it a rule, 
wherever possible, to keep a teacher with a clas3 for a full year. A number of years 
ago it was the custom here to change the classes after every term, making two changes 
each year. I decided that there was too great a loss of energy and time, and made the 
alteration two or three years ago. 

Sometimes it occurs, of course, that it is impossible to keep a class with the teacher 
for the full year, and I have had one or two cases where the teacher has remained with 
her class for a year and a half. 

There is, possibly, one objection to having the teachers advance with the pupils from 
year to year. Very frequently in class rooms you will find antagonism arising between 
one or more pupils and the teacher, through incompatibility of temperament. In 
such cases it would clearly be a mistake to have the pupils remain with the same 
teacher for a number of years. 

Of course, some method might easily be devised to overcome this difficulty where 
you have a large school with a good many teachers. 

There are a number of things to be said, however, in favor of moving the teacher 
along Y\'ith the class, because there will not be the loss of time that is ordinarily taken 
for a teacher to get acquainted with her pupils and the time that is required for the 
pupils to get adjusted to a new teacher. 

On the whole, it would appear to me to be rather a difficult matter to maintain this 
arrangement in our schools in Saskatoon as they are organized at the present time. 

BRISBANE, QUEENSLAND. 

With us there is no hard and fast rule in this matter and our head teachers have a 
free hand in assigning duties to their assistants. Our schools are divided into six classes, 
and, as a general rule, the teachers of the fifth and sixth and of the infants (class 1) 
remain in their positions nrore or less permanently, because they are supposed to pos- 
sess special qualifications for the higher or lower work, respectively. For classes 2, 
3, and 4 teachers are often interchanged, and sometimes the principle is adopted of 
letting the same teacher carry forward the same children through all these classes. In 
the secondary schools, where specialists are often employed for languages, English, 
mathematics, or history, it often happens that the child has the same teacher for a single 
subject throughout his school life. 

The advantages and disadvantages of the two principles may be summed up as 
follows: 

(a) For the teacher: Change of work tends to reduce the amount of mechanical 
teaching, and has a quickening and refreshing effect. On the other hand, it undoubt- 
edly adds to the teacher's labors in the matter of preparation of new material for vary- 
ing courses. Many teachers are quite unfitted by nature for infant work, others are 
without the knowledge necessary for the higher classes, others are incapable of main- 
taining discipline among the older children. In secondary school work specialization 



70 ADVANCEMENT OF l?HE ["EACHEE WITH THE CLASS. 

greatly reduces i lu* burden of teachers in the preparation of their lessons, and it leads 
to greater thoroughness, while i ho retention of the pupil in the hands of the Bame 
teacher tor the one subject in different years prevents overlapping of the teaching in 
that Bubject and makes the whole course more systematic and progressive. At the 
same time specialization tends to narrow t ho range of a teachers knowledge and to 
render the teacher each year less fitted to take general charge as head teacher in a large 
school. 

(M For the pupil: The pupil, if working year alter year with the same teacher, is 
mere likely to become atta< hed to him and to work willingly for him, and the teacher, 
knowing the nature of each pupil more intimately, is able to direct hisgrowth of knowl- 
edge and character more effectually. On tin 1 other hand, antagonisms frequently 
arise between pupil and teacher, for whom a change is of great mutual benefit. Differ- 
ent teachers also have individual characteristics and individual methods of teaching, 
and a child who has been through t ho hands of several teachers has often gained a 
wider and better moral training and a more general knowledge than a child who has 
been kept in the hands of one teacher through the greater part of his school life. 
Teachers are not all of one and the same value; there are some iii every school who 
stand out above the rest in moral influence and power of exposition. The child who 
was fortunate enough to spend the whole of his school life under one of these would 
have a very unfair advantage over the one who by the same principle was condemned 
to' serve all his school days under the same inferior master. Under the system of chang- 
ing teachers the influence of a good man is more widely distributed and the deficien- 
cies of an inferior man are minimized. 

It seems to be established that it is undesirable to have any hard and fast rule in the 
matter. If, however, a rule had to be adopted, we should regard it as the lesser evil 
to keep the teachers in the same grade and to promote the children through the hands 
of the successive teachers. 

HOBART, TASMANIA. 

In a few schools the practice of continuing a teacher through three or even four of 
these grades has been successfully carried out, but success has only been met with in 
the case of competent and popular teachers. As a general rule teachers are confined 
to one or two grades. 

The large majority of our schools, however, consist of 80 pupils or less and are taught 
by two or, more often, by one teacher. In such cases the children continue their 
work under the same teacher for from three to seven years. 

PERTH, WESTERN AUSTRALIA. 

We have no general rule on the subject. It has, however, received attention with 
us, as with you, though mainly from a rather different standpoint. There has not been 
any general expression of opinion to the effect that the annual change of teachers does 
any harm to the child. But it has been felt that injustice is done to a teacher who is 
kept for many years in charge of the same class. If a teacher succeeds in class 3, is 
retained there, gets the reputation cf being a good teacher of class 3, and is never given 
the opportunity of taking the work of a higher class, his experience is very limited. 
This must tell against him if he receives promotion to a headmastership. We are 
therefore urging our headmasters to see that the assistants with higher qualifications 
are given the opportunity of working with different classes, and especially to see that 
they have, in turn, the opportunity of showing their fitness for dealing with the higher 
classes. The inspectors are also asked to insure that this arrangement is carried out. 

In a few cases the experiment has been made of promoting a teacher with a class for 
several years in succession. With a very good teacher I think that the results are 
likely to be satisfactory; but I believe that there are very grave objections to a gen- 
eral adoption of the scheme. The members of a staff are never all of equal excellence. 
Under the usual arrangement a child in passing through the school comes under the 
stronger as well as weaker assistants. To keep one group of children for three or four 
years under the weakest of the staff, while another group is for three or four years under 
the strongest, may do a serious injustice to the former. Even if all the assistants are 



ADVANCEMENT OF TEACHER IX FOREIGN SCHOOLS. 71 

on a high level of competence, each is likely to possess some individual characteristic 
which may exert a great influence upon the pupils, and which may make an appeal 
or provide an inspiration that differs from, those made or provided by the other assist- 
ants. It seems to me that the balance of advantage for the child lies in the system 
which brings him into close contact with several distinct personalities. 

I recognize, of course, that much can be said on the other side in connection with the 
superior insight into the individual characters that can be obtained by a teacher who 
is in charge of children for several years in succession. I am. however, inclined to the 
opinion that the general adoption of a system of promoting teachers with their classes 
for several years in succession will have more disadvantages Than advantages. At the 
same time I think that, as far as possible, teachers should have the opportunity, within 
a reasonable period, of acquiring experience with lower, middle, and upper classes. 

ATHENS, GREECE. 

There is no law providing for the advancement of teachers from grade to grade 
with the scholars, although it not infrequently happens that school inspectors recom- 
mend in special cases that such promotion be made. This, however, is a mutter 
entirely within the pleasure of the inspecting officer. 

The consensus of opinion of teachers interviewed was that efficiency would be 
increased by the promotion of the teacher with the scholars. 

CHRISTIANIA, XORWAY. 

It is the custom in Norway for the principal teacher of a grade to keep with her or 
his grade, although with certain modifications. 

The Norwegian public school has seven grades of promotion, each of one year; 
boys and girls are taught separately; in the three lower grades only lady teachers 
are employed, and the lady teacher in every instance keeps with her grade for these 
three years. From the fourth year on the instruction is generally transferred to a 
man teacher; and the principal teacher, who instructs his grade in the main branches 
of knowledge, such as the native language, religion, and arithmetic, continues with 
his grade to the end of the school. 

A lady teacher who is the principal teacher in a girls' school will as a rule always 
keep with her grade for the seven years. 

In certain branches of knowledge the teacher will change from year to year. 

LISBOX, PORTUGAL. 

The system of promoting scholar and teacher is not uniform throughout the country, 
but wherever possible it is provided that the same teacher should accompany the pupil 
at least through a grade, or for three years. Some elementary schools exist where 
the child has the same teacher for four, five, and six years, and others where a change 
is made each year. The general impression among the Lisbon educators seems to be 
that better results are obtained in the schools where the teacher accompanies the pupil 
for at least three years than in those where the pupils have a new instructor each year. 

MADRID, SPAIN. 

Teachers are not advanced from grade to grade as the pupils are, but after a stated 
term of service they may be advanced without examination to a higher grade upon the 
occurrence of a vacancy. Some educators in Madrid have expressed themselves as 
of the belief that, as far as Spain is concerned, there might be danger of favoritism 
if teachers continued to instruct the same class throughout the four-year course; 
others advocate that one teacher instruct two grades simultaneously to the end that 
pupils of the lower grade, when advanced to the upper, will have become accus- 
tomed to the personality and methods of the teacher, so that better results will be 
attained on the part of pupils as well as on the part of teachers. 



,_ ADVANCEMENT 01 CHE CBA.OHEB WITH THE CLASS. 

iu:k\ E, SWITZERLAND, 

There are in Sw Itzerland many sorts and classes of schools, Buch as the small country 
schools, where one or two teachers have charge of the entire number of pupils and 
give the instruction prescribed in all tho eight or nine grades. 

The city Bchools are divided into primary and secondary schools. These have 
four grades of primary classes and five secondary, one years' instruction being given 
in each grade. 1 d I he primary grades t he insl ruction is given by two or throe teachers, 
and in the secondary grades by six or Beven. The aim is to have the pupils continue 
with the same teachers for two, three, or four years when possible. This rule is 
strictly adhered to in the first and second school years, when the teachers are promoted 
with their pupils from the first to the second grade. In the main branches, and 
especially in mathematics, the plan is to have the pupils continue with the same 
teachers for two or three years in both the primary and secondary schools. 

With the exception of gymnastics, singing, etc., where the pupils go to special 
< lassrooms equipped for instruction in these branches, tliey remain in one room, 
which is visited by the different teachers. The average number of pupils to a class 
is from 30 to 35. 

It may be stated that in modern-language instruction it is considered well for the 
pupils to have several teachers during the four or five years' course. In this way 
their ear becomes accustomed to the different voices and pronunciations of their 
instructors. 

ZURICH, SWITZERLAND. 

The plan of advancing the teachers from grade to grade with their pupils has been 
in vogue from time immemorial in the cantonal schools here and they consider that 
the plan brings the most excellent results in every way. This plan is, of course, 
applied only in the elementary schools, so-called Primarschulen, which cover a period 
of six years, and during the first four years of this period the plan is obligatory, and 
it is also practically always applied during the remaining two years' work. 

With regard to the other questions of your questionnaire, the directors of educa- 
tion are inclined to answer them all in the affirmative, with the reservation that they 
have always used this plan and therefore can not make comparisons. They, however, 
consider the plan especially valuable because it enables the teachers — who are prac- 
tically all men — to gain a deeper knowledge and insight into the character of the 
pupils and thus better win their respect and affections. 

SUMMARY OF ARGUMENTS FOR AND AGAINST THE PLAN. 

It now seems appropriate, with this testimony, domestic and for- 
eign, from teachers as well as from superintendents, to summarize the 
objections, in all their various shades and phases, to the advancement 
of teachers with classes, as gleaned from the answers of superintend- 
ents, and to try to evaluate these objections in the light of this 
evidence : 

Reasons for not Advancing Teachers with Class. 
(Summarized answers of superintendents.) 

A. With special reference to the teacher: 
1. Preparation of teacher — 

Many teachers either new or poorly trained; these need to be a long 
time in one grade to learn the routine; if they remain in it, they acquire 
some efficiency, they have more time to study the subjects of the grade 
and methods of presenting them. Normal course too short to prepare 
for plan of advancement. 



ARGUMENTS FOR AND AGAINST THE PLAN. 73 

A. With special reference to the teacher — Continued. 

2. Natural ability and tastes — 

Many teachers are naturally weak or mediocre in sympathy for children, 
in talent to impart knowledge and to develop initiative, and in 
capacity to secure discipline. Their inability becomes more pro- 
nounced if they are advanced. 

Many strong teachers adapted to pupils of a particular age — e. g., certain 
primary and some high -school teachers — would fail partially or entirely 
with pupils of another age. 

3. Preference of teachers — 

Advancement means "more labor'-' and "wearing out of teachers-'; 
many have "fixed ideas"; "unwilling to change"; "would resign if 
required"; - ; more enthusiasm with new classes"; "normal graduates 
prefer specific grades." 

4. Tenure of office too insecure — 

Too much labor involved for the prospects offered. 

B. With special reference to the pupil: 

1. Fairness in treatment of pupils — 

All have equal opportunities as far as weak and strong teachers are 
concerned. 

2. Preference of pupils — 

Children like frequent changes; pupils and teachers get tired of each 
other in one year. 

3. Advantage of several personalities — 

Pupils do not become dependent on viewpoint of one teacher. 

4. Saving of time, etc. 

C. With special reference to administration: 

1. Too many changes in teaching force — 

The plan of advancement implies stability of corps; hard to keep such 
at salaries of S500-S600. 

2. Salary schedule (made out on other grounds) forbids. 

3. Too many changes of pupils — 

The advancement plan implies continuance of individual pupils of 
classes. 

4. Higher percentage of attendance of children under present plan. 

5. Prevents gaps between the grades — 

Under advancement plan teachers too anxious to promote pupils, 

6. Present plan simpler and more convenient. 

7. Opposition of school board — 

Community too conservative. 

8. Inertia, custom, inheritance "sicut erat in principio," etc. 

9. Not convinced that any other system is better; lack of investigation; sure 

of results of present plan; "when a teacher is doing strong work let her 
alone"; no experience with any other plan. 

Affirmative Arguments. 

A. As far as the argument in the negative concerns itself with the 
need of greater general preparation, more secure tenure, and higher 
salaries, it may be admitted at once that the evidence in general indi- 
cates that this need is genuine; but it does not follow that poor 
training, low salaries, and short tenure tend to produce greater pro- 
ficiency under the plan of retention of teachers in grade than would 



74 U>VANCBMENT OF TH1 TEACHEB WITH THE CLASS. 

be the case under the advancement plan. In fact, it would appear 
from the bulk of positive evidence that the latter plan so stimulates 
the teacher that she may in pari, at least, overcome her deficiencies. 
h is true that the "weak" teacher problem is difficult of solution 
under any system, but the tacts obtained show that the advancement 
method within certain just limitations bends to strengthen the weak 
teacher and to make strong the mediocre. It also makes so manifest 
the bad effects of poor teaching that it. becomes easier for school 
authorities to remove those without natural ability or acquired skill 
to some other kind of service for which the persons in question may 
be belter adapted or where, in any case, bad work will be loss 
harmful. 

There is a basis of fact for the opinion that certain types of teachers, 
particularly those whose nature would find greatest happiness and 
success in dealing with young children, should progress through a 
narrow range. Yet even here the range may, in fact, be greater than, 
one's preconceived notions would have admitted. 

But the statements that teachers for various reasons are hostile to 
the plan are not well supported by the evidence as given in the sum- 
maries of the teachers' and superintendents' lists. 

B. As for the negative arguments that refer specially to the advan- 
tage of the child, it may be said : 

1. Touching fairness of treatment: Inasmuch as the progressive 
plan tends to the removal of "weak" teachers and for the increased 
efficiency of all others, the general result must be favorable to the 
child. 

2. Furthermore, except in a small percentage of cases (presumably 
cases of "weak" teaching), the children are glad to have the teacher 
go up with them. 

3. One of the most difficult of all educational questions is undoubt- 
edly this: How long should a child be subject to the directing influ- 
ence of one teacher's personality? The presumption given by the 
evidence is that it should be for a considerable period during the 
formative stages of child growth. Just how long that guiding influ- 
ence of the teacher should continue in each case must be determined 
with insight and by experience on the part of the immediate adminis- 
trators. It is to be noted that this influence of one teacher's person- 
ality is supplemented by the personal influences of classmates and 
friends as well as by those of the family at home. 

The saving of time, greater joy, ease and confidence in the work, 
the possibility of more rapid advancement in grade, as well as the 
greater unification of the pupil's knowledge would appear to be con- 
sequent advantages for the child from the advancement plan. 



ARGUMENTS FOR AND AGAINST THE PLAN. 75 

C. As for the practical difficulties from the standpoint of school 
administration, it is but natural that such should be found in the 
way of a new method, especially a method so wide-reaching in its 
effects. 

It may be said, however, that if the method can prove its case, the 
opposition of school board and community would naturally cease. 

With more permanent tenure, higher salaries, and elimination of 
poorest teachers, the greatest difficulty would gradually disappear. 
Should the salary schedule be made out on a basis of merit rather 
than of grade, a notable stumblingblock would vanish. 

As for the claim of higher percentage of attendance, and fewer gaps 
between grades, under the present system, this claim does not seem 
to be well founded where a fair trial of the new plan has been given. 

It may indeed be that the present plan is "simpler and more con- 
venient,' ' at least at the beginning; but this is not a strong considera- 
tion, provided the newer plan offers greater benefits for the children 
for whom alone the schools are maintained. 

As far as the changing of pupils from one district to another is con- 
cerned, it must be said that this must be expected in the case of a 
certain percentage of the children, particularly in the sections where 
the newer immigrants dwell. But the cases are rare indeed where 
the changes would equal 50 per cent of the class enrollment, and if the 
plan has distinct merit it might be tried with 50 per cent. 

It need hardly be said that the advocates of this plan regard it not 
as a panacea, but as a principle, rather, whose application tends to- 
ward proficiency. 

It must be clearly noted that the objections urged against the plan 
do not even touch many- of the strongest points of advantage 
claimed for it, particularly the advantages which accrue from deeper 
knowledge of the pupil, with the correlative knowledge of the home, 
the community, the industries, and civic life. 

The objectors overlook, too, the need of keeping the teacher per- 
sonally and professionally alive in order that she may be vitally 
strong for the performance of these newly discovered duties. They 
overlook also the fact that of all the rewards the genuine teacher can 
receive, the greatest is to have the privilege of seeing the fruit of her 
labors, in observing, assisting, and experiencing the genial growth of 
the pupil's powers of mind and heart and character. 



ADDENDA. 1 

LETTERS CONCERNING THE ADVANCEMENT OF TEACHER WITH 
CLASS IN FOREIGN COUNTRIES. 



QUITO. ECUADOR. 



The policy does not exist in the schools of Ecuador, and i\ is the judgment of the 
minister of education that, until a high degree of efficiency may be attained in the 
corps of teachers employed, it would be a mistake to adopt that policy. However, 
the minister agrees that when the efficiency of the teacher is of the proper standard 
the policy is commendable. 

RIO DE JANEIRO. BRAZIL. 

The primary school system of the Federal District is under the jurisdiction of the 
municipal government of Rio de Janeiro and provides for a six-year course, usually 
completed by the pupil between the ages of 6 and 12 years and corresponding in a 
measure to the American ''graded*' schools. This six-year study is divided into 
three courses, viz: First, elementary, of three years; second, intermediary, of two 
years; and third, '"complemental." of one year. 

There are no set rules by which a class of pupils continues to have the same teacher 
for a period of consecutive years, although some school inspectors require the teachers 
under their jurisdiction to accompany a class throughout the primary course. Others, 
however, permit the teachers to continue teaching in the same ' 'grade." while their 
pupils advance progressively to other grades and consequently come under other 
successive teachers. 

In the majority of primary schools in this capital the pupils usually pass through 
the hands of three teachers during their primary course of six years, namely, for 
periods of three years, two years, and one year, respectively. 

CARACAS. VENEZUELA. 

The process of grading in the primary school being established, there exist two 
equally possible methods for progressive development in the transmission of knowl- 
edge: Either the instructor is teacher of a fixed grade through which the pupils pass 
successively until they reach the final grade, or the teacher works with a fixed group 
of pupils from the first to the last year of instruction and goes, so to speak, progressing 
by grades with his pupils. 

In Venezuela the first method is in force. The full primary course consists of six 
grades, completed, generally, in six years. The first four grades are of obligatory 
primary instruction. 

In Venezuela we can not cite the results of concrete experience in either of the two 
processes. The grading of the schools dates from few years back, and from its begin- 
ning the system of a fixed teacher has been adopted. 

The opinion of Venezuela, therefore, must be on the ground of fundamental reasons 
of a process which appears more in accord with the specialization of the teacher, even 
although a sacrifice is made of the single influence during the scholastic period. 

1 The statements appended were received after this matter was in type, too late for in-eition in regular 
order.— Editor. 

77 



78 ADVANCEMENT OF CHI CEAOHEB WITH CHE CLASS. 

Both procedures possess their inherent advantages and disadvantages. Thus, in 
whichever oi them is adopted, there must be sacrificed benefits which might be ob- 
tained from the other. 

Unquestionably a single Influence during the whole time thai instruction continues 
appears adequate Cor the host adaptation of the child's mind to scholastic; exercise. 
The teacher thus penetrates more fully the mind of the child, becomes intimate 
therewith and proceeds as the traditional physician of the family, who can, in each 
pathological manifestation, rapidly ascertain causes and deduce the procedure ade- 
quate to the concrete case, using physiological factors as active collaborators to restore 
organic functions to their normal working. 

The teacher in this case is the physician of the mind, but such advantages have 
not the same value in the special case of transmission of knowledge. The function of 
the physician is individual and concrete; that of the teacher is general and has for 
its object the raising of the intellectual and moral level of society. The teacher pro- 
ceeds rather as a workman of a large workshop, which the school is, where the child's 
mind is the raw material which is to be molded in a determined form. The fact that 
specialization in any kind of activity leads to efficacious results for the final and 
complete work is not pertinent to the discussion, and in the case under consideration 
the teacher specialized in the imparting of knowledge of one grade is of more im- 
portance than the specialization of his work in a series of individualities. With the 
system of a fixed teacher the latter acquires great ability in directing the mind in a 
particular grade of its development and in the transmission of a limited amount of 
knowledge. A succession of teachers produces, therefore, a more complete work 
than if each one takes a pupil for direction during his entire scholastic life. Given 
the invariability of principles and the regularity and periect continuity of the pro- 
grams, a succession of teachers in the six or eight grades has the effect, in the scholastic 
period, of a single man, of a single directive mind, and if at first such be not the case 
we believe that this is sooner and more fully attained by the process of the specializa- 
tion of the teacher in the work of one grade than with the ascending teacher. 

BERLIN, PRUSSIA. 

The question whether a teacher be promoted from grade to grade with the pupil, or 
if the same teacher continue in the same grade from year to year, whereas the pupil is 
given a new teacher each year, is not regulated uniformly in Germany. 

The organization and arrangement of an elementary school usually depend upon 
the size of the place and number of pupils. One must differentiate between schools 
with one teacher, with two teachers, or schools containing several classes with three 
or more teachers. In schools with one teacher, or in one-class schools, the pupils 
are taught throughout the whole school period by one teacher, in so far as no change 
was necessitated by death or promotion of the teacher. In schools with two or three 
teachers, teachers are promoted from grade to grade with the pupils for several years. 
In schools with four to six teachers, the pupils are under the direction of the same 
teacher during two or more years, which often occurs in several kinds of schools. 
Only in schools in larger cities and especially in the largest cities, where there is a 
special class for each of the eight grades, it occurs that a pupil has a different teacher 
in each class. 

Furthermore, the manifold phases of this question are enhanced by the fact that for 
some subjects, especially technical ones, such as gymnastics, drawing, and singing, 
special teachers are chosen, who teach the same subject in different classes. The 
number of lessons to be given in the higher grades (in the subjects above mentioned) 
is so great that one teacher can not attend to them alone. Such special instruction 
necessitates a continuation of the classes upon one or several subjects by the same 
teacher. 



ADDENDA. 79 

While in the schools with only a few classes the question of the teacher being pro- 
moted from grade to grade -with the same pupils is more or less dependent upon the 
organization of the school, the schoolmaster or the school board decides upon this 
question in schools of over seven or eight classes. But even there this matter is not 
uniformly arranged. The personality of the teacher is determinative whether the 
pupil is to change the teacher every year., or whether the teacher may continue 
with his class, and how long. To let a less capable or reliable teacher educate the 
pupils throughout several years is avoided, if possible. 

Some teachers are suited for special classes, as. for instance, for the fundamental work 
(Grundklasseb These are conferred upon them as far as possible. Older teachers 
often try to keep one class for several years, whereas the younger ones prefer to con- 
tinue the same work for several years. 

It is regarded as an exception that in elementary schools with several classes a 
teacher follows his class throughout all the years. Even with especially capable 
teachers, this is avoided. At least during the last two or three years the children 
are placed under the direction of another teacher, so as to avoid the danger of 
one-sidedness. 

In those girls' and boys' schools that go beyond the terms of an elementary school, 
the classes are continued by the same teacher, the same as in the elementary schools 
with several classes ^described above). 

VIENNA, AUSTRIA. 

In the general public schools and their class divisions the question whether the 
teachers change their pupils each year or continue to have charge of them is regulated 
as fallows: 

1. The principal, at the last teachers' conference of the school year — that is, in the 
first half of the month of July — assigns to each teacher, in accordance with the School 
and Instruction Order of September 29, 1905, the class of which he is to have charge 
in the ensuing school year. 

2. The rule requires that in most of the public schools of Vienna, those consisting of 
five classes, each teacher shall keep his pupils (male or female) from the first to the 
fifth school year. 

3. The first class (first school year) is not assigned to beginning or physically weak 
teachers. 

4. In the five, six, and seven class public schools, the upper classes (sixth to eighth 
school year) are assigned to particularly efficient teachers, especially where, because 
of social conditions, home training is defective. 

5. In class divisions in which a special want of success in instruction and school 
training is evident the teacher is changed, so that the neAv teacher may correct, as far 
as possible, that in which his predecessor has failed. 

6. The class apportionment made by the principal at the end of the school year is 
examined at the beginning of the new school year, together with the order of exercises 
by the State school director, who is the imperial royal school inspector, and changed 
by him when necessary. 

ROME. ITALY. 

It appears that the principle of advancing the masters in the various classes of ele- 
mentary instruction in such manner that they accompany, so far as possible, from 
year to year, each body of their pupils has for a long time been the ideal sought in 
scholastic regulation in Italy; but the difficulties of varied character opposing the 
attainment of this ideal condition have been such that it has only been found practi- 
cable to secure partial success in this regard, and not in a uniform manner for the entire 
Kingdom. Success in this endeavor has been found easier of accomplishment in large 



80 \nv.\xri mini OF THE TEAOHEB WITH THE CLASS. 

communities, where there are many Bchoolsand a large body of instructors, and less 
feasible in small communities, where there arc bul few schools w ith more classes united 
under one Instructor or instructress, 
[ndeed, article L86 of the general regulation of February 6, L908, provides as follows: 

Teachers are required to instruct in each of the various classes of I lie grade (superior 
or inferior) for which they have boon qualified (after competitive examination), and 
to which they have been assigned. Wnerever possible and advisable, upon didactic 
grounds, and where municipal regulations have notalready disposed of the matter, the 
supervisor of schools ("Proweditore"), the advice of the commune and the royal 
inspector having firsl been sought, may dired that teachers of the inferior grade 
(Classes [, [I, and 111) and those of the superior grade (Classes IV, Wand VI) proceed 
with their pupils in their respective grades, from Class I to Classes II and III, and from 
Class [V to Classes V and VI. 

After the application of the law of June 1. L93 L, No. 1ST, which decreed the transfer 
to the provincial scholastic council of the administration of the elementary schools, 
leaving thai administration only to t lie larger communes which are chief places of the 
Province or district (Circondario), the problem of the advancement of the instructors 
in the various classes, for the purpose of having them follow from year to year their 
pupils, found different solutions in two separate regulations, one for the schools admin- 
istered by the scholastic council and another for those left to administration of the 
communes. 

For the schools administered by the scholastic council the regulation of April 6, 3.913, 
No. 549, contains a very broad provision, which opens the way to more perfect 
advancement. 

As regards the schools of the communes which remained autonomous after the law of 
June 4, 1911, the other regulation of April 6, 1913, provides that where there are no 
local opposing difficulties the teachers of the inferior grade and those of the superior 
grade remain in charge of their pupils from the I to the III classes, and from the IV to 
the VI classes, respectively. 

ADELAIDE, SOUTH AUSTRALIA. 

In the elementary schools of this State there have been very few experiments made 
in continuing a teacher with the same scholars for a number of years. We have no 
reports as to the success or otherwise of these experiments. Transfers of teachers 
from one school to another are not infrequent, and hence the continuous association 
of scholar and teacher is not always easily maintained. 

In the larger schools the teachers of the junior scholars are, as a rule, specially 
trained for teaching junior children. In these schools also the teachers in the top 
classes tend to specialize for the work there. Thus they deal every year with different 
groups of children. 

Occasionally the teachers follow the children on their promotion at the end of the 
year, but generally they are placed in charge of the groups with which they can do 
the most effective work. 

The appointment of members of the school staff to the classes is left entirely in the 
hands of the head teacher, who is expected to give each teacher the work he or she 
is most fitted for. 

There is little or no tendency among head teachers to the dual promotion. 

WELLINGTON, NEW ZEALAND. 

In New Zealand pupils are classified in six grades or standards (known as S. I t 
S. II, etc.) to which are to be added two grades of a preparatory division below the 
first standard. In general, for the first two years of their school life, beginning at 
the age of 5 or G years, the pupils are in this preparatory division. This distribution 
is not to be taken as implying, however, that a pupil passes through only one standard 



ADDENDA. 81 

or only one grade of the preparatory division in a year. Teachers have entire freedom 
in classifying their pupils according to progress and ability, and promotion, particularly 
in the lower grades, is often more rapid. 

At the same time the majority of pupils in the standard classes pass through only 
one grade in a year, and successive drafts of pupils have the same teacher in that grade. 
Recognizing the disadvantages of this form of organization, head masters not infre- 
quently, however, assign to members of the staff the charge of the same pupils for 
two or more years in succession, and the observed results have generally been highly 
beneficial in the case of both the teacher and the pupil. How far the practice may 
extend depends largely on personal considerations, and it is felt that the matter is 
best left in the hands of the head master, who. with a full knowledge of the capabilities 
of his staff, must decide what organization is best in the interest of his pupils. 

TOKYO. JAPAN. 

The length of school courses are: Primary, schools, six years; grammar schools, two 
years (which may be extended to three). The six years of the primary school are 
compulsory. Every pupil who completes the requirement of a school year is promoted 
into the next grade. A grade may be divided into classes according to the number of 
pupils. 

Each grade is in charge of a licensed teacher. Whether the teacher remains in one 
grade from year to year or is promoted with the children is not determined by law, 
but it is customary for the principal of the school to determine this according to the 
school curriculum and other considerations. 

From the experiences of the primary schools in general it is asserted that in case 
a good teacher is in charge of a class he should accompany the children as they 
advance. Of this there are many instances. 
1529°— 16 6 



BULLETIN OF THE BUREAU OF EDUCATION. 

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*No. 43. Agriculture and rural-life day; material for its observance. Eugene C. Brooks. 10 cts. 
*No. 44. Organized health work in schools. E. B. Hoag. 10 cts. 
*No. 45. Monthly record of current educational publications, November, 1913. 5 cts. 
*No. 46. Educational directory, 1913. 15 cts. 

*No. 47. Teaching material in Government publications. F. K. Noyes. 10 cts. 
*No. 48. School hygiene. W. Carson Ryan, jr. 15 cts. 
*No. 49. The Farragut School, a Tennessee country-life high school. A. C. Monahan and Adams Phillips. 

10 cts. 
*No. 50. The Fitchburg plan of cooperative industrial education. M. R. McCann. 10 cts. 
*No. 51. Education of the immigrant. 10 cts. 
*No. 52. Sanitary schoolhouses. Legal requirements in Indiana and Ohio. 5 cts. 

No. 53. Monthly record of current educational publications, December, 1913. 

No. 54. Consular reports on industrial education in Germany. 

No. 55. Legislation and judicial decisions relating to education, Oct. 1, 1909, to Oct. 1, 1912. James C. 

Boykin and William R. Hood. 
*No. 58. Educational system of rural Denmark. Harold W. Foght. 15 cts. 

No. 59. Bibliography of education for 1910-11. 



BULLETIN OF THE BUREAU OF EDUCATION. Ill 

No. 60. Statistics of State universities and other institutions of higher education partially supported by 
the State, 1912-13. 

1914. 

*No. 1. Monthly record of current educational publications, January, 1914. 5 cts. 
*No. 2. Compulsory school attendance. 15 cts. 

*No. 3. Monthly record of current educational publications, February, 1914. 5 cts. 
*No. 4. The school and the start in life. Meyer Bloomfield. 5 cts. 

No. 5. The folk high schools of Denmark. L. L. Friend. 
*No. 6. Kindergartens in the United States. 20 cts. 

*No. 7. Monthly record of current educational publications, March, 1914. 5 cts. 
*No. 8. The Massachusetts home-project plan of vocational agricultural education. R.W. Stimson. 15cts. 

No. 9. Monthly record of current educational publications, April, 1914. 

No. 10. Physical growth and school progress. B. T. Baldwin. 
*No. 11. Monthly record of current educational publications, May, 1914. 5 cts. 

No. 12. Rural schoolhouses and grounds. F. B. Dresslar. 

No. 13. Present status of drawing and art in the elementary and secondary schools of the United States. 

Royal B. Farnum. 
*No. 14. Vocational guidance. 10 cts. 
*No. 15. Monthly record of current educational publications. Index. 5 cts. 

No. 16. The tangible rewards of teaching. James C. Boykin and Roberta King. 

No. 17. Sanitary survey of the schools of Orange County, Va. Roy K. Flannagan. 

No. 18. The public school system of Gary, Ind. William P. Burris. 

No. 19. University extension in the United States. Louis E. Reber. 

No. 20. The rural school and hookworm disease. J. A. Ferrell. 

No. 21. Monthly record of current educational publications, September, 1914. 10 cts. 

No. 22. The Danish folk high schools. H. W. Foght. 

No. 23. Some trade schools in Europe. Frank L. Glynn. 
*No. 24. Danish elementary rural schools. H. W. Foght. 10 cts. 

No. 25. Important features in rural school improvement. W. T. Hodges. 

No. 26. Monthly record of current educational publications, October, 1914. 
♦No. 27. Agricultural teaching. 15 cts. 

No. 28. The Montessori method and the kindergarten. Elizabeth Harrison. 

No. 29. The kindergarten in benevolent institutions. 

No. 30. Consolidation of rural schools and transportation of pupils at public expense. A. C. Monahan. 
*No. 31. Report on the work of the Bureau of Education for the natives of Alaska. 25 cts. 

No. 32. Bibliography of the relation of secondary schools to higher education. R. I. Walkley. 
*No. 33. Music in the public schools. Will Earhart. 10 cts. 

No. 34. Library instruction in universities, colleges, and normal schools. Henry R. Evans. 
*No. 35. The training of teachers in England, Scotland, and Germany. Charles H. Judd. 10 cts. 

No. 36. Education for the home — Part I. General statement. B. R. Andrews. 

No. 37. Education for the home— Part II. State legislation, schools, agencies. B. R. Andrews. 

No. 38. Education for the home— Part III. Colleges and universities. Benjamin R. Andrews. 

No. 39. Education for the home— Part IV. Bibliography, list of schools. Benjamin R. Andrews. 

No. 40. Care of the health of boys in Girard College, Philadelphia, Pa. 
*No. 41. Monthly record of current educational publications, November, 1914. 5 cts. 
*No. 42. Monthly record of current educational publications, December, 1914. 5 cts. 
*No. 43. Educational directory, 1914-15. 20 cts. 

No. 44. County-unit organization for the administration of rural schools. A. C. Monahan. 
*No. 45. Curricula in mathematics. J. C. Brown. 10 cts. 
♦No. 46. School savings banks. Mrs. Sara L. Oberholtzer. 5 cts. 

No. 47. City training schools for teachers. Frank A. Manny. 

No. 48. The educational museum of the St. Louis public schools. C. G. Rathman. 

No. 49. Efficiency and preparation of rural-school teachers. H. W. Foght. 

No. 50. Statistics of State univ -cities and State colleges. 

1915. 

*No. 1. Cooking in the vocational school. Iris P. O'Leary. 5 cts. 

No. 2. Monthly record of current educational publications, January, 1915. 
*No. 3. Monthly record of current educational publications, February, 1915. 5 cts. 

No. 4. The health of school children. W. H. Heck. 

No. 5. Organization of State departments of education. A. C. Monahan. 
*No. 6. A study of colleges and high schools in the North Central Association. 15 cts. 

No. 7. Accredited secondary schools in the United States. Samuel P. Capen. 

No. 8. Present status of the honor system in colleges and universities. Bird T. Baldwin. 

No. 9. Monthly record of current educational publications, March, 1915. 
*No. 10. Monthly record of current educational publications, April, 1915. 15 cts. 



IV BULLETIN ov ill i: BUREAU OF EDUCATION. 

No LI. V statistic! study of the public school systems of the southern Appalachian Mountains 

Norman 1'rost. 
No. 1-. History of publio school education m Alabama. Stephen B. Weeks. 
No. 13. The BOhOOlhouSC as the polling place. E. J. Ward. 

•No it. Monthly record of current educational publications, May, 1915. Sets. 

*No. 15. Monihly record of current educational publications. Index, Feb., 19 14-1 an., 1915. 5 Cts. 

•No. 15. Monthly record ofcurrenl educational publications, June, 1915. sets. 
No. 17. Civic education in elementary schools as illustrated in Indianapolis. Arthur W. Dunn. 
No. is. Legal education in Great Britain, n.s. Richards. 

-\o. SO. The rural school system of Minnesota. 11. W. Foght. 20 cts. 

No. 21. Schoolhouse sanitation. William A.Cook. 

No. 22. State versus local control of elementary education. T. L. MacDowell. 

No. 23. The teaching of community civics. 

No. 24. Adjustment between kindergarten and first grade. Luella A. Palmer. 

No. J.">. Publio, society, and school libraries. 

No. 26. Secondary schools in the States of Central America, South America, and the West Indies. Anna 
T. Smith. 

No. 27. Opportunities for foreign students at colleges and universities in the United States. Samuel P. 
Capen. 

No. 28. The extension of public education. Clarence A. Perry. 

No. 29. The truant problem and the parental school. James S. Hiatt. 

No. 30. Bibliography of education for 1911-12. 

No. 31. A comparative study of the salaries of teachers and school officers. 

No. 32. The school system of Ontario. H. W. Foght. 

No. 33. Problems of vocational education in Germany. George E. Myers. 
*No. 34. Monthly record of current educational publications, September, 1915. 5 cts. 

No. 35. Mathematics in the lower and middle commercial and industrial schools. E. H. Taylor. 

No. 36. Free textbooks and State uniformity. A. C. Monahan. 

No. 37. Some foreign educational surveys. James Mahoney. 

No. 38. The university and the municipality. 

No. 39. The training of elementary-school teachers in mathematics. I. L. Kandel. 

No. 40. Monthly record of current educational publications, October, 1915. 
*No. 41. Significant school-extension records. Clarence A. Perry. 5 cts. 

No. 42. Advancement of the teacher with the class. James Mahoney. 

No. 43. Educational directory, 1915-16. 

No. 44. School administration in the smaller cities. W. S. Deft'enbaugh. 

No. 45. The Danish people's high school. Martin Hegland. 

No. 46. Monthly record of current educational publications, November, 1915. 



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